| Title | Chapter 1: Cultural agility |
|---|---|
| Subtitle | Equipping higher education institution students for diversity and inclusion through work-integrated learning excursions |
| DOI | https://doi.org/10.4102/aosis.2024.BK486.01 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/486 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Adri du Toit, Neal Petersen & Iman C Chahine. Licensee: AOSIS (Pty) Ltd. The moral right of the editors and authors has been asserted. |
| Publisher | AOSIS |
| Long abstract | Unlike some of the other chapters that report on empirical studies, this chapter seeks to provide a comprehensive understanding of theories that underpin a concept so readers can have a solid foundation for its practical application. It examines the concept of ‘cultural agility’ and its value in the context of higher education institutions (HEIs). Drawing on existing literature and theoretical frameworks, the chapter explores the key competencies that comprise cultural agility. Emphasising the need to foster diversity and inclusion in the educational and future world of work settings, the authors argue for the integration of cultural agility into work-integrated learning (WIL) excursions as a progressive approach in programme development. It offers valuable insights and ideas on how cultural agility can be effectively integrated into WIL excursions. These excursions proactively prepare students for a diverse and inclusive future, equipping them with the tools necessary to navigate cultural complexities effectively. This chapter thus contributes to the ongoing dialogue on cultural competence, diversity and inclusion in education. It provides a resource for educators, programme developers and policymakers seeking to create a more inclusive educational environment and foster cultural agility amongst students, ultimately preparing them for an increasingly diverse and interconnected world. |
| Print length | 18 pages |
| Language | English (Original) |
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Corlia Twine is a lecturer in the School of Psycho-Social Education within the Faculty of Education at North-West University, Potchefstroom, South Africa. Twine earned her PhD in 2018, specialising in Learner Support, marking the onset of a career marked by a profound commitment to education. Her passion for education goes beyond the classroom. She is a member of the Education and Human Rights in Diversity (Edu-HRight) Research Unit. Her academic journey has led her to develop and contribute to the body of knowledge, with a strong emphasis on the themes of aggression and violence, cultural agility and the creation of inclusive student cultures imbued with a human rights perspective. Twine’s work has made an impact, as evidenced by her numerous publications in international and national journals. Her expertise extends to contributing to book chapters in AOSIS publications and collaborating on various research projects. In addition to her research contributions, Twine is known for her active involvement in the supervision of postgraduate students, guiding and nurturing the next generation of scholars. She is also enthusiastic about forging new international collaborations, as she is currently engaged in a project focused on inclusive and intercultural education.
Johan Botha is the research director of the Education and Human Rights in Diversity Research Unit (Edu-HRight), Faculty of Education, North-West University, Potchefstroom, South Africa. Botha is an associate professor in the Faculty of Education, School of Psycho-Social Education at the North-West University, South Africa. He holds academic and professional qualifications that include a Higher Diploma in Education (HDE) diploma, a Further Diploma in Education (FDE) diploma (Gifted Education), a BEd Honours degree (cum laude) and an MEd degree (cum laude) from the University of Johannesburg, South Africa. He received the Chancellor’s Award for the best MEd (cum laude) in the Faculty of Education and Nursing at the Rand Afrikaans University (University of Johannesburg) in 2004. Botha holds a PhD in Psychology of Education. In 2008, VDM Verlag Publishers, Saarbrücken, Germany, published his book, The experiences of SA secondary school male educators own aggression. He has contributed several chapters and articles to books and accredited scientific journals both in South Africa and abroad. Botha is a frequent presenter at national and international conferences, and his papers have been published in peer-reviewed conference proceedings. Botha’s research field is education, psychology of education, well-being, flourishing and mental health, with a special interest in behavioural difficulties such as aggression, violence and discipline in diverse educational contexts (schools and higher education institutions). He has also been actively involved in postgraduate programme development and student supervision and has successfully supervised various MA and PhD students.