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Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
The Purnell Model for Cultural Competence is a broadly utilized model for teaching and studying intercultural competence, especially within the nursing profession. Employing a method of the model incorporates ideas about cultures, persons, healthcare and health professional into a distinct and extensive evaluation instrument used to establish and evaluate cultural competence in healthcare.
It is a way of teaching that promotes the principles of inclusion, diversity, democracy, skill acquisition, inquiry, critical thought, multiple perspectives, and self-reflection. [2] One study found these strategies to be effective in promoting educational achievements among immigrant students. [3]
According to how they handle cultural diversity and cultural affiliations and localize themselves through communication, structural adjustments, strategies, and tactics, five types of organizations are defined: denying/intransigent, minimizing/resistant, minimizing/cooperative, adaptive/cooperative, integrative.
Cultural competence, also known as intercultural competence, is a range of cognitive, affective, behavioural, and linguistic skills that lead to effective and appropriate communication with people of other cultures. Intercultural or cross-cultural education are terms used for the training to achieve cultural competence.
Cultural competency training is an instruction to achieve cultural competence and the ability to appreciate and interpret accurately other cultures.In an increasingly globalised world, training in cultural sensitivity to others' cultural identities (which may include race, sexuality, religion and other factors) and how to achieve cultural competence is being practised in the workplace ...
In the context of intercultural learning, it is important to be aware of different subcategories of culture, such as "little c" and "big C" culture.While the latter one is also called "objective culture" or "formal culture" referring to institutions, big figures in history, literature, etc., the first one, the "subjective culture", is concerned with the less tangible aspects of a culture, like ...
Positively impacts the development of intercultural competence [7] Makes face-to-face characteristics (such as age, race, and gender) a non-issue [8] Cultivates a "community of learners" despite physical and cultural distance between learners [9] Expands knowledge and understanding of other cultures [10]