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Introduction
For the purpose of this activity, I have chosen to complete the cultural competency quiz presented. I answered each question correctly except for one where I selected an extra option that was not required. However, I disagree with the assessment, and the percentages of the correct answers to the questions suggest that other people have made the same judgment. Nevertheless, the majority of my responses were accurate, which indicates a degree of cultural awareness. I believe that the quiz is related to perspective recognition more than to the other three global competencies. This essay explains my choice, discusses the activity, and elaborates on the connection.
Main body
I chose the quiz because I was curious about others’ understanding of cultural awareness and wanted to know whether my views would match their perspective. The concept implies understanding that other people may view the world differently and attribute various meanings to the same ideas. As such, comparing one’s opinions with those of others around the world is among the main ways to attain the ability.
Overall, my answers were consistent with the perspective of the creator, although most of the questions might have been too easy, with only one viable response. The result suggests that we share a basic understanding of cultural competence, and I have learned from observing the way the ideas were formulated.
I should note that I do not agree with the quiz’s creator entirely on several concepts. He or she indicates that cultural awareness is founded on self-reflection where Mansilla and Jackson (2011) frame it in terms of understanding worldviews and interacting sensitively and competently. Furthermore, in another question, the author indicates that reading books is not an option that an educator can employ to become culturally competent.
I partially agree; in my opinion, it is impossible to attain every skill required to support the claim solely from reading literature. However, it can be invaluable for providing insights into the particulars of a group, its history, and its view of itself and the world around it.
Ultimately, the quiz is related to perspective recognition, as it contains scenarios that ask the user to examine a situation from various cultural viewpoints. One question has the respondent challenge a social stereotype, while another involves using peaceful means to stop the propagation of culturally insensitive jokes. It is possible to connect parts of the activity with other competencies, namely action-taking and idea communication. However, they take a less prominent role than perspective recognition and are not expressed as wholly, as no proactive behavior or awareness spreading is suggested or employed. By contrast, the respondent is asked about the ways in which one can become culturally competent as well as the meaning of the term.
Conclusion
The cultural competency quiz allowed me to refresh my knowledge on the topic and to confirm that it matches that of authorities on the subject. As an indication of this understanding, I have been able to attain a score near the maximum possible amount. Nevertheless, I believe that there are imperfections in the test that require corrections to clarify some statements and correct misconceptions in others. Ultimately, the quiz allowed me to improve my perspective on recognition abilities. It reminded me that many diverse worldviews exist, and the people that hold them should try to reach an understanding and resolve their differences peacefully and respectfully.
Reference
Mansilla, V. B., & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. New York, NY: Asia Society.
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