What implications do you think your privileges

Reference no: EM133138781

Reflections

Option 1: Explore the range of lists of privilege in the below link. Create a list of the privileges you have that you had not thought about or recognised before and the ones you do not have that you had not realised.

What implications do you think your privileges or lack of privilege has in cross cultural communications in the workplace?

Was your list of privilege or lack of privilege higher? How did this make you feel about the role of privilege and access to power in your relationships?

Option 2: What are some groups do you belong to? How does your group memberships give you influence and power or not?

Case studies

Pick one scenario and work in breakout rooms to answer the following questions
a) What do the two people in the scenario have in common?
b) To what groups do they belong?
c) How do you think these group memberships will influence the development of their communication and client/colleague relationship?

Scenario 1
Kayla is a 50 year oldtransexual woman working in drug and alcohol services. She holds a senior position and is open about her gender history. She feels a deep commitment to those suffering drug and alcohol issues as she suffered from these addictions in her 20s as she struggled with her gender identity and stigma relating to this as well as other traumas. She is committed to gender diversity in the workplace as she knows there is a large cohort of clients with drug and alcohol addiction that are struggling due to gender issues. Kayla is also excited about a program that provides grooming and make up classes for clients overcoming drug addiction to help them feel great and look good. Maria is a 23 year old heterosexual woman who has just completed university and has been appointed as a project officer under Kayla, she believes that drug and alcohol problems can be solved by fostering connection and is committed to doing this. Socially she goes out with her friends who pop pills and take drugs recreationally however she doesn't drink or take drugs. Maria is also an ex hairdresser, makeup artist and avid body painter and just won in her entry into the Australian body art awards.

Scenario 2
Mike is an Aboriginal man living and working in a regional are in north Queensland. There is a largely Indigenous population in his region (30%). He has worked for 20 years in this area in one of the largest and most influential Aboriginal organisations in the region. In his spare time he encourages Indigenous youth to become involved in sport. He has recently been asked to stand for council and would like to do so. He has decided that to prepare himself for the challenged he needs a mentor. His work colleague has introduced him to Mai.
Mai has just retired and has lived in North queensland all her life. Her parents migrated from China and set up a very successful market garden at the end of the second world war. Mai completed a degree and set up a small corner store. She now owns several buisnesse's in the community and for many years has supported sporting organisations in the communities by donating supplies for functional and interval drinks and snacks. Before she retired, Sally was a member of a local council for 17 years, the last ten she was the mayor. She is excited to be contacted by Mike.

3. Reflection from the course to date.

Lecture 2 related activities

1. Research commentary and newspaper articles covering the Adam Goodes war cry dance. Try to match some of the commentary along the cultural competence continuum?

2. Can you think of other examples of individual or organisational examples within each section of the cultural continuum?

3. Once finished reflect together on the way you have been listening to each other throughout the course and the tutorial. Our ability to be culturally competent relies on our ability to listen well.

• Listening for the flaws, Listening for emotion
• Listening to understand, Listening for new possibilities
• Listening to compare, Listening to Critique
• Listening to learn, Listening for possibilities
• Listening to agree or disagree, Listening for solutions or answers.
• Listening to what is being said, Listening to empathise
• Listening for what is missing, Listening for how it affects you
• Listening to judge others, Listening to judge self
• Listening for healing, listening for trauma

Attachment:- related activities.rar

Reference no: EM133138781

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