Shiva and Ahmad Case Study - Education Studies Assignment 

Assignment Task :

Using this Assessment Response Form

This document should be used in conjunction with the Student Assessment Guide: Module 8 where you will find the assessment instructions for the Knowledge questioning. You must type your responses for this assessment into the tables provided below.

Once you have completed all assessment questions and activities you are required to submit your assessment via Cloudassess.

In order to ensure the authenticity of the work you have submitted, and to clarify your understanding of the responses you have provided, your trainer/assessor may at random ask you to explain verbally one or two responses you have provided. 

Case Study 1

Shiva and Ahmad are both dentists who speak six languages between them, with reasonable English speaking skills. They originally left Iran after the revolution and had settled in Indonesia. They loved travelling to Australia for conferences and decided to make applications to emigrate under the skilled migrants program. They were delighted when they were granted approval.

They have been living in Australia for 12 months now and Shiva has been working as a cleaner because their qualifications were not recognised. She regrets coming to Australia. Ahmad works as a casual driver, is studying advanced English and has tried for a year to be accepted for a bridging course.

They require childcare, and have come to enrol their two sons in your service. The boys do not speak English but have a high level of language knowledge in Farsi and Indonesian. 

Based on what you know about the stages of acculturation, what could be the contributing factors to consider and what are ways that you can support this family?

Case Study 2
In the enrolment interview, the child’s mother says the following: “Najla is nearly 2 years old. She is our first child and was born in Australia. I want her to know her culture and her roots. I want her to speak our language and grow to be a good Muslim woman. I have to work so that we can buy a home. We chose this day care centre because you have a Muslim carer who works here. This is important to me because I want her to teach Najla our ways when I cannot be with her.”
Najla will grow up in Australia as an Australian with a strong sense of her family’s religion and culture of origin. How will this benefit Najla? (Minimum 100 words)

Describe, with specific details, ways that you could further promote Nala’s culture to her if you were the team leader of this centre. (Minimum 100 words)

Case Study 3
You are speaking with a young Aboriginal women at the local community centre. You tell her that you work in a childcare centre and she says the following: “My girl Hanya is four. She goes to the preschool run by our mob. They teach them about our culture and our ways. The teachers are called auntie, that’s our way. Hanya goes on the bus because we live out of town. She loves goin’ because she gets to play with all the kids. She cries when she’s sick and can’t go. That makes me laugh! I go with her sometimes. She’s learnin’ a lot. I want that for her. I went to school, I have an education and I want the same for her.” I want Hanya to be a proud woman, be proud of her culture and her people, that’s what I want for her.”
Explain why Hanya’s mother would choose to enrol her daughter in a service specifically for Aboriginal and Torres Strait Islander children.  

A specialist service for Aboriginal and Torres Strait Islander children is an example of self-determination and community control. Why do you think that these things are important to Aboriginal and Torres Strait Islander people? 
 

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