Sociocultural Considerations Flashcards
(20 cards)
What is the problem with dictionary definitions of culture?
They often centre on shared characteristics of a group or patterns of behaviour and knowledge systems which can lead to essentialist views of culture.
What sort of process is culture and what does this focus on?
A meaning-making process thats focus is on the collective means by which, or ways in which, people make sense of, and assign significance to what they experience.
Why is shared understanding important?
Without shared understandings carried in culture, every social act would have to be negotiated anew.
What should culture be viewed as?
- As a way of life
- As a process rather than an object
- As dynamic and evolving rather than fixed
What do you need to note about meaning-making?
Its not neutral
What is cultural competence?
An individual and organisational process to understand and respect the beliefs, attitudes and behaviours of different cultural groups
What is cultural intelligence?
A psychological model that in which the individual learns to develop for capabilities: cognition, metacognition, motivation and behaviour
What is cultural humility?
An individual process of openness, self-awareness, egoless behaviour, supportive interactions, and self-reflection and critique.
When is cultural competence limited?
When it focuses on acquiring knowledge, skills and attitudes as this infers that it is a static level of achievement.
What does culturally responsive teaching look like in NZ?
- Reflecting on your cultural knowledge and assumptions related to culture
- Use student’s cultural knowledge, perspectives and skills as a resource
- Create a safe and supportive environment and build strong relationships
- Connect with families and communities
What are the 5 Cultural Competencies for Teachers of Māori Learners?
- Tangata Whenuatanga - people and places
- Whanaungatanga - relationships
- Manaakitanga - ethic of care
- Ako - reciprocal learning
- Wānanga - communication
What are questions to consider as a coach in relation to Tangata Whenuatanga?
- Who are my players? How do I know?
- How will I connect tangata whenuatanga in my practice?
What are questions to consider as a coach in relation to Whanaungatanga?
What opportunities will I provide to facilitate learning relationships to be developed with all parties (officials, managers, whānau, teachers etc.)?
What are questions to consider as a coach in relation to Manaakitanga?
- How will I develop a collaborative, inclusive and supportive learning environment?
- How will giving and receiving be enacted so as to uphold the mana of people and the environment?
What are questions to consider as a coach in relation to Ako?
- What range of active learning strategies, tools and resources will I use?
- How will I engage heart, mind and body in the tasks I ask my athletes to perform?
What are questions to consider as a coach in relation to Wānanga?
- What opportunities will I provide to enable/encourage people to communicate confidently?
- Who will be invited to contribute?
- How will I handle it if my ideas are questioned/challenged?
What is player welfare about?
- Welfare is about more than injury prevention
- Sporting organisations are required to have safeguarding and child-protection policies in place
- Policies don’t necessarily prevent unsafe, undesirable and unlawful practices from happening
What does building mental resilience require?
- Exposing athletes to a tolerable level of activation (fear, failure, anxiety)
- Increasing the status of a player
- Not being tempted to fix everything
What do sports chaplains do?
They are a person that players can go to for support and can talk to someone who doesn’t impact whether they will get court time.
