Transforming Lives and Systems : Cultural Competence and the Higher Education Interface / / edited by Jack Frawley, Tran Nguyen, Emma Sarian

• Autore: Frawley Jack
• Pubblicazione: Singapore, : Springer Nature, 2020; Singapore : , : Springer Singapore : , : Imprint : Springer, , 2020
• Edizione: 1st ed. 2020.
• Descrizione fisica: 1 online resource (VII, 95 p. 9 illus., 6 illus. in color.)
• Disciplina: 378
• Soggetto topico: Higher education; Educational sociology; Educational policy; Education and state; Higher Education; Sociology of Education; Educational Policy and Politics; Education Policy
• Soggetto non controllato: Higher Education; Sociology of Education; Educational Policy and Politics; Education Policy; Cultural competence in the higher education sector; Transformative leadership in professional development programs; Intercultural capabilities for academic and professional staff; cultural competence for academic and professional staff; Cultural competence embedded in professional lives; transformative nature of professional development programs; building communities of practice; policy implementation in the higher education sector; critical reflection and transformative leadership; learning cultural competence; best practices for professional development programs; culturally competent organisational wide; Open Access; Higher & further education, tertiary education; Education; Social research & statistics; Educational strategies & policy; Central / national / federal government policies
• Persona (resp. second.): FrawleyJack; NguyenTran; SarianEmma
• Nota di contenuto: 1 The National Centre for Cultural Competence: Transformative Journeys -- 2 Creating Effective Cultural Competence Workshops for Australian Higher Education Staff -- 3 Methodology for Evaluating the University of Sydney's Culturally Competent Leadership Program -- 4 Deconstructing and Embedding Cultural Competence in Initial Teacher Education: Responding to University Graduate Qualities for Undergraduate Students -- 5 Navigating the Cultural Interface to Develop a Model for Dentistry Education: Cultural Competence Curricula in Dentistry Education -- 6 Fostering Diversity Competence in the Veterinary Curriculum -- 7 Progressing STEM Education using Adaptive, Responsive Techniques to Support and Motivate Students.
• Sommario/riassunto: This open access book explores the transformative experiences of participants in the University of Sydney’s National Centre for Cultural Competence (NCCC) programs. The establishment of the NCCC was viewed as a critical point of departure for developing an institution-wide agenda of cultural competence. The NCCC’s work since its inception reflects efforts to lay important foundations for cultural change at the University. With the ultimate aim of establishing cultural competence as an agent for transformational change and social justice education, the NCCC has steadily expanded its research and teaching work both within and beyond the University of Sydney. Further, it has developed foundational resources to support and encourage University staff to integrate cultural competence philosophy and pedagogy in their curricula, teaching and research. This includes the ability to engage meaningfully with the cultures, histories and contemporary issues in Aboriginal and Torres Strait Islander communities. The NCCC programs have been designed to encourage participants to learn about who they are and how they can positively impact the transformational change the University has begun. The book presents participants’ reflections on their experiences at the organisational and personal level. Readers will gain insights into a range of topics including cultural competence, communities of practice, policy implementation, and transformative leadership at the interface between higher education and professional lives.
• Titolo autorizzato: Transforming Lives and Systems
• ISBN: 981-15-5351-3
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910404222703321
• Lo trovi qui: Univ. Federico II
• Serie: SpringerBriefs in Education, . 2211-1921