GOOD PRACTICE GUIDE ON CULTURAL SENSITIVITY IN
TEACHING AND ASSESSMENT
(Endorsed by the Teaching and Learning Committee, September 2009: R37/09)
1. Context
The Federal Government, as part of its Diverse Australia Program, supports Universities in
developing cultural competence (including English Language proficiency), thus positioning
them to take an active citizenship and leadership role in the local, national and international
community. The forces of globalisation and internationalisation have also required universities
to find new ways of revitalising the overall student experience to ensure graduate attributes are
aligned with the requirements of dynamic employment markets and social responsibility.
The increasing cultural diversity of Australian society generally, and of the student population
of the University of Western Australia in particular, poses both opportunities and unique
challenges. Intakes of fee-paying international students at UWA have increased significantly
within the past decade. The presence of greater numbers of international students at UWA has
added to what was already a diverse student population.
2. Cultural Competence and the UWA Environment
UWA has identified “cultural competence” as an important attribute and has been proactive in
addressing it within the University environment. Cultural competence involves a developed
understanding of race and cultural diversity in an Australian and global context. This Good
Practice Guide on Cultural Sensitivity in Teaching and Assessment addresses one facet of
cultural competence as it relates to the campus community and supports recommendations in:
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UWA Strategic Plan
UWA Operational Priorities Plan 2009-2013
Internationalisation Plan
The Review of English Language Skills of UWA Graduates Recommendations
The UWA Futures Framework
Citizens of the Globe: Race and Cultural Diversity Resource Manual
3. Objectives
The development of cultural diversity good practice in teaching and assessment provide an
opportunity to improve quality within the University. The question around which these
guidelines revolve is: ‘How might the University successfully balance its commitment to cultural
diversity with its status as an English-language institution?’
Therefore UWA is committed to equipping staff with the necessary skills to assist students from
culturally and linguistically diverse (CALD) backgrounds (which could include domestic,
international and Indigenous students) in progressively improving their English language
abilities, while remaining culturally sensitive.
4. Guidelines
UWA acknowledges the following:
1. The existence of many varieties and dialects of English, all with equal validity.
2. The need to support its CALD students in successfully adapting to their academic, social,
and linguistic environments in a culturally sensitive manner.
3. The valuable contribution CALD students make to university life by sharing of knowledge,
cultures and perspectives, as well as to the internationalisation of Australian higher
education.
4. The nexus between power, privilege and participation in higher education, and that some
students may not have the skills, education, experience and systemic awareness required
to succeed without appropriate support.
5. Central to the development of cultural competence is the engagement in an honest and
constructive debate around the ways in which we create a University community where
cultural diversity is valued, affirmed and celebrated.
6. Students from all backgrounds must be supported in a culturally appropriate manner to
improve their use of academic English during their studies at UWA, so that graduating
students are able to communicate using academic English at the expected standard.
5. Programs and Services to support the Guidelines for good practice – 2009/10
Cultural Diversity Inclusive Practice Toolkit (CDIP)
The University has purchased the licence to a nationally-recognised Cultural Diversity and
Inclusive Practice Toolkit from Flinders University. The Centre for the Advancement of
Teaching and Learning (CATL) is currently in the process of adapting these materials to suit
the UWA context (scheduled for adoption in late 2009). The Toolkit is a resource designed to
develop intercultural capacity among both academic and professional staff and contains useful
tips and information to enable staff to monitor their ‘practice’ within the classroom, across the
counter and beyond. The Toolkit is focussed on four core activity areas – teaching and
learning, research, leadership and administration and community – with practical suggestions
in each that make a significant contribution to creating a vibrant, flexible and creative university
learning environment
Professional Development for staff in the area of cultural competence
CATL, Equity and Diversity Office and Research Services provide a range of professional
development opportunities for academic and teaching staff to improve cultural competence,
such as specific workshops (e.g. Foundations of Teaching and Learning, and Introduction to
University Teaching), discrete workshops and ‘tangential’ material embedded in generic
courses (e.g. Research support workshops) and ‘Courageous Conversations about Race’
workshops. These interactive workshops provide various tools to stimulate and inform the
conversation, and help participants think through the myriad ways race affects our lives and
our professional practice.
In addition, Organisational and Staff Development Services (OSDS) provide workshops,
primarily for general staff, on customer service, management and leadership training and
systems and support. The Library and Student Services also provide support and training for
staff and students where the Cultural Diversity Toolkit resources can be used.
Cultural Competence Teaching Fellowship (Semester One, 2010)
A UWA Teaching Fellowship that utilises the CDIP Toolkit will be implemented to further
embed cultural competence within the curriculum and broader student and staff experience.
The Fellowship will produce a ‘Courageous Conversations about Race’ Resource (with an
emphasis on teaching and learning), implement a campus-wide ‘Courageous Conversations’
Champions Program and promote the ‘practical’ application of the UWA-CDIP Resource in the
Faculties, Teaching, Learning and Student Support Services community, UWA Library and
Residential Colleges.
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