The ‘Culturally and Linguistically Diverse’ (CALD) label: A critique using African migrants as exemplar

Adusei‐Asante, Kwadwo; Adibi, Hos­sein

doi:10.22160/22035184/aras-2018-39-2/74-94

Cited by 22 publications

(14 citation statements)

References 32 publications

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“…Culturally and Linguistically Diverse (CALD) students have been recognized as a target equity group in Australia since 1990 with the introduction of the Fair Chance for All initiative (Department of Employment, Education and Training, 1990). The term ‘CALD’ has become an accepted descriptor in current practice, having replaced that of ‘non-English Speaking Background (NESB)’, though finding a label that does not imply a sense of exclusion has been an ongoing concern (Adusei–Asante & Adibi, 2018; Sawrikar & Katz, 2009). Across policy documents and the broader literature there is little consistency in either the terminology used or the definitions ascribed.…”

Section: Introductionmentioning

confidence: 99%

Lessons Learnt: Reflections on the ‘Insider-Outsider Divide’ in Working With Culturally and Linguistically Diverse Students in a Participatory Action Research Project

McDougall

Henderson-Brooks

2021

International Journal of Qualitative Methods

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This paper explores the challenges and possibilities in research that involves students from Culturally and Linguistically Diverse (CALD) backgrounds, a group that tends to be overlooked in university settings and in the literature. We present a reflexive account of our experiences as researchers in a Participatory Action Research (PAR) study that explored the needs of CALD students from an enabling (access) program in a regional Australian university. PAR was chosen as a research method out of our desire to give these students a voice and to help break down any potential barriers because of our positioning as researchers. We draw on the concept of ‘researcher as insider-outsider’ (Merriam, 2016) to highlight these aspects in our analysis of the research process. Some of our democratic objectives were achieved, but we also found there were limitations. Our position as Caucasian, Australian-born English speakers meant that we remained ‘outsiders’ to the CALD experience in fundamental ways. Further, our ‘insider’ status as researchers and lecturers was difficult to ignore, and institutional expectations created additional barriers. Some aspects of our data collection had unintended negative consequences, thus necessitating a change of course. On the plus side, however, consulting with students at each stage of the research helped to create more equal, trusting relationships and fostered empathetic understandings. The continual cycle of reflection and action assisted in ensuring we were responsive to the needs of participants. Although there are no guarantees, our experiences suggest that collaborative methods can assist in blurring the researcher-researched divide and give vulnerable communities greater agency in research. Despite the complexities and risks, exploring the needs of CALD students remains a worthwhile research endeavour. Any attempts to achieve equitable outcomes should highlight the capacity and potential of these students and not just their vulnerabilities.

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Section: Introductionmentioning

confidence: 99%

Lessons Learnt: Reflections on the ‘Insider-Outsider Divide’ in Working With Culturally and Linguistically Diverse Students in a Participatory Action Research Project

McDougall

Henderson-Brooks

2021

International Journal of Qualitative Methods

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“…This pre-interest of farmers in the storage solution likely helped to ground motivation for the high (89.4%) rate of adoption (c.f., Antonio, de Assis, de Aquino, Rifan, & Pinto, 2019;Bello-Bravo, 2020). From an adult learning perspective, this high solution adoption rate results, at least in part, from how the curricular message delivered both matched a recognized critical need and also drew on locally available resources, as already recognized and voiced by the farmers as correctly meeting that need (Adusei-Asante & Adibi, 2018;Bello-Bravo et al, 2020;Thomas, 2018). This underscores why careful attention given to farmer perceptions about problems relevant to them not only can pay off but also points to why eliciting participant involvement in the process of identifying solutions they might subsequently adopt matters (Lineberry, 2019).…”

Section: Discussionmentioning

confidence: 99%

An 89% solution adoption rate at a two-year follow-up: evaluating the effectiveness of an animated agricultural video approach

Bello‐Bravo

Abbott

Mocumbe

et al. 2019

Information Technology for Development

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Securing the adoption of scalable agro-educational information and communication technology (ICT) solutions by farmers remains one of the international development community's most elusive goalsin part due to two key gaps in the data: (1) limited comparisons of competing knowledge-delivery methods, and (2) few to no follow-ups on long-term knowledge retention and solution adoption. Addressing both of these gaps, this follow-up study measures farmer knowledge retention and solution adoption two years after being trained on an improved postharvest bean storage method in northern Mozambique. The results found animated-video knowledge delivery at least as effective as a traditional extension approach for knowledge retention (97.9%) and solution adoption (89%). As animated video can more cost-effectively reach the widesteven geographically isolatedpopulations, it readily complements extension services and international development community efforts to secure knowledge transfer and recipient buy-in for innovations. Implications and future research for adult learning are also discussed. KEYWORDS Adoption and diffusion of IT and rate of uptake; development issues; scalable infrastructures for development; development Issues; sustainable development in developing and transition economies; development issues Significance statement This research demonstrates an effective and cost-efficient animated video strategy for securing longterm knowledge retention and increased solution uptake by solution recipients. At a two-year followup assessment of prior training, participant knowledge retention of the steps required for preparing and using an improved postharvest bean storage system was 97.9%, while the adoption rate for the improved storage method was 89%. Among the 104 participants, a total of 96 (92.3%) also reported telling an average 8.49 other farmers about the postharvest bean storage technique, while a total of 57 (54.8%) reported demonstrating the technique to an average 6.35 others.

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“…Although the ‘ethnic’ label would offer a limited reduction in health disparities as previous studies link ‘ethnicity’ with racism 21 . Another sociologist, Dr Adusei‐Asante also reported problems with the CALD term affirming that the label ‘inferiorises’ non‐English speaking minority population groups as ‘deviants’ by creating divisions into ‘us’ and ‘them’ 22 . The Federation of Ethnic Communities’ Councils of Australia currently recommends the term culturally, ethnically and linguistically diverse (CEALD) 23…”

Section: Brief Background From Non‐english Speaking Background (Nesb) To Caldmentioning

confidence: 99%

Culturally and linguistically diverse (CALD): terminology and standards in reducing healthcare inequalities

Marcus

Balasubramanian

Short

et al. 2022

Australian and New Zealand Journal of Public Health

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The ‘Culturally and Linguistically Diverse’ (CALD) label: A critique using African migrants as exemplar

Cited by 22 publications

References 32 publications

Lessons Learnt: Reflections on the ‘Insider-Outsider Divide’ in Working With Culturally and Linguistically Diverse Students in a Participatory Action Research Project

Lessons Learnt: Reflections on the ‘Insider-Outsider Divide’ in Working With Culturally and Linguistically Diverse Students in a Participatory Action Research Project

An 89% solution adoption rate at a two-year follow-up: evaluating the effectiveness of an animated agricultural video approach

Culturally and linguistically diverse (CALD): terminology and standards in reducing healthcare inequalities

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