Culturally Proficient Behavior

Value Diversity (Name the differences) Celebrate and encourage the presence of a variety of people in all activities Recognize difference as diversity rather than as inappropriate responses to the environment Accept that each culture finds some values and behaviors more important than others do Assess Ones Culture (Claim your Identity) Describe your own culture and the cultural norms of your organization Recognize how your culture affects others Understand how the culture of your organization affects those whom culture are different Manage the Dynamics of Difference (Frame the Conflicts) Learn effective strategies for resolving conflict among people whose cultural backgrounds and values may be different from yours Understand the effect that historic distrust has on present day interactions Realize that you may misjudge others actions based on learned expectations Institutionalize Cultural Knowledge (Train about Diversity) Integrate into your systems for staff development and education information and skills that enable all to interact effectively in a variety of cross cultural situations Incorporate cultural knowledge into the mainstream of the organization Teach origins of stereotypes and prejudices Adapt to Diversity (Change for Diversity) Change the way things are done to acknowledge the differences that are present in staff and community Develop skills for cross-cultural communication Institutionalize cultural interventions for conflicts and confusion caused by the dynamics of difference
Read more about the concept and its applications in Cultural Proficiency by Randall B. Lindsey, Kikanza Nuri Robins, and Raymond D. Terrell (Corwin Press, 1999, 2003), and Culturally Proficient Instruction by Kikanza Nuri Robins, Randall B. Lindsey, Delores B. Lindsey, and Raymond D. Terrell (Corwin Press, 2001)

Cultural Proficiency and Multicultural Perspectives TES Diversity Workshop January 2013

Culturally Responsive Teaching From the Education Alliance at Brown University

Culture is central to student learning. Teaching methods that use references to a students culture help the student understand mainstream culture through a lens of recognition and acknowledgement. The link between culture and classroom instruction derives from evidence that cultural practices shape thinking processes, (Hollins, l996). Culturally responsive education recognizes, respects, and uses student identities and backgrounds as sources for creating optimal learning (Nieto, 2000). Teachers who use and respect their students languages, cultures, and life experiences follow these principles: Communication of high expectations - Consistent messages are delivered, from both the teacher and the school that students will succeed, based upon a genuine belief in student capability. Active teaching methods - Instruction promotes student engagement by requiring students to play an active role in crafting curriculum and developing learning activities. Teacher as facilitator - Within an active teaching environment, the teacher's role is one of guide, mediator, and knowledgeable consultant, as well as instructor. Positive perspectives on families of culturally diverse students School teachers and staff participate in an ongoing dialogue with students, families and community members on issues important to them. The people and discussions are included in classroom lessons and activities. Cultural sensitivity - Teachers gain knowledge of the cultures represented in their classrooms and translate this knowledge into instructional practice. Reshaping the curriculum - A reshaped curriculum is culturally responsive to the background of students. Culturally mediated instruction - Instruction is characterized by providing students with culturally rich learning environments and culturally valued knowledge. Student-controlled classroom discourse - Students are given the opportunity to control some portion of the lesson, which allows teachers to see how speech and negotiation are used in students homes and communities. Small-group instruction and academically related discourse - Instruction is organized around low pressure, student-controlled learning groups that help develop academic goals.

Cultural Proficiency and Multicultural Perspectives TES Diversity Workshop January 2013

Multicultural Education and Some Myths*

MYTH #1: OTHER CULTURES SHOULD BE PRESENTED AS DISTINCT WAYS OF LIVING THAT REFLECT DIFFERENCES FROM THE DOMINANT CULTURE. The emphasis on so-called exotic differences will often accentuate a "we" versus "they" polarity. Children who are not able to identify with another culture because of exotic differences will often feel superior or inferior to the culture. A multicultural program can focus on the presentation of other cultures, but at the same time allow children to be aware of the nature and uniqueness of their own culture. Children can learn about their class as an example of a common culture. Teachers can emphasize how other classes can be similar and yet different. MYTH #2: BILINGUALISM IS A LIABILITY RATHER THAN AN ASSET. Recent studies suggest that, all other things being equal, higher degrees of bilingualism are associated with higher levels of cognitive attainment. It is evident that the duality of languages per se does not hamper the overall language proficiency or cognitive development of bilingual children (Hakuta & Garcia, 1989). MYTH #3: MULTICULTURAL EDUCATION IS ONLY RELEVANT IN CLASSES WITH STUDENTS WHO ARE MEMBERS OF THE CULTURAL OR RACIAL GROUPS TO BE STUDIED. Our world is multicultural, and children need to experience the diversity outside their immediate environment. If children are to know about minority groups, they must be taught about them in the same way they are taught about majority groups. Otherwise, children can grow to adulthood unaware of, and insensitive to, the experiences of other cultural groups. MYTH #4: THERE SHOULD BE A SEPARATE, UNIFIED SET OF GOALS AND CURRICULUM FOR MULTICULTURAL EDUCATION. This myth conflicts with the purpose of providing relevant and meaningful education to children from all cultural backgrounds. Since we have a multitude of cultures in our world, it is impractical, perhaps impossible, to teach about all of them. Goals and curriculum will, therefore, differ considerably from class to class. It is important for early childhood teachers and parents to acknowledge that everyone has a culture, not just those who appear to be different. Children who are taught to appreciate and understand their own culture learn to understand others' cultures in the process. The appropriate curriculum for understanding America's diverse cultures is a multicultural curriculum taught within a developmental framework. It promotes recognition, understanding, and acceptance of cultural diversity and individual uniqueness. This curriculum is based in concepts such as cultural pluralism, intergroup understanding, and human relations. It is not restrictive or limited to a specific course, set of skills, or time of year.

Cultural Proficiency and Multicultural Perspectives TES Diversity Workshop January 2013

MYTH #5: MERE ACTIVITIES, WHICH ARE NOT PLACED IN AN EXPLICIT CULTURAL CONTEXT, CONSTITUTE VIABLE MULTICULTURAL EDUCATION CURRICULUM. All activities should be accompanied by commentaries that explain their cultural context. Activities should always be chosen on the basis of developmental appropriateness. PROMOTING A MULTICULTURAL PERSPECTIVE Multicultural education embodies a perspective rather than a curriculum. Teachers must consider children's cultural identities and be aware of their own biases. It is tempting to deny our prejudices and claim that we find all children equally appealing. Teachers and parents need to acknowledge the fact that we, like our children, are inevitably influenced by the stereotypes and one-sided view of society that exists in our schools and the media. Not only must we recognize those biases, but we must change the attitude they represent by accepting all children as we receive them. One problem with the current thrust in multicultural education is that it pays little or no attention to teaching people how to recognize when culturally and racially different groups are being victimized by the racist or biased attitudes of the larger society. In order to change people's oppressive ways, we must learn about oppression. We must examine our responses to diversity, devoting as much effort to changing them as we devote to learning about culture. Nurturing diversity means making multicultural education a process of action, through which we as adults achieve clarity about our condition in this society and ways to change it (Phillips, 1988). Teachers and parents can take several approaches to integrate and develop a multicultural perspective. The promotion of a positive self-concept is essential, as is a focus on activities that highlight the similarities and differences of all children's lives. Children's play, particularly role play, is an excellent strategy for developing new perspectives on culture and lifestyles. The treatment of children as unique individuals, each with something special to contribute, is an important strategy. If a teacher is to understand the whole child, he or she must become aware of the child's cultural background. Children can benefit from understanding the teacher's heritage and background. The feeling of connection that results is vital to the child's acceptance of the similarities and differences of others. Through multicultural literature, children discover that all cultural groups have made significant contributions to civilization. A well-balanced multicultural literature program includes literature that depicts people with a variety of aspirations, from different sociometric levels, with different occupations, and with a range of human characteristics (Norton, 1985).
*ERIC Identifier: ED339548 Publication Date: 1991-00-00 Author: Gomez, Rey A. Source: ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL.

Cultural Proficiency and Multicultural Perspectives TES Diversity Workshop January 2013

Curriculum Sessions at PoCC (a sample)

Beyond Numbers: Math Across History and Cultures Mathematics is a formal language that can be universally understood. From its beginnings, it has traveled around the world, permeating every civilization and discipline. This project is intended for elementary school to build a historical understanding of mathematics through the lens of world cultures and civilizations. Children conduct research pertaining to how mathematics has evolved throughout history and its conceptualization in world cultures. The workshop will showcase how students execute a given number of math activities within the context of a historical setting or culture. PRESENTER: Luana Ferreira, Horace Mann School (NY) Thats Just the Tip of the Iceberg: Identity Development through Literature Harnessing the power of Cultural Competency Paradigms, the English curriculum can help all students take a deeper dive into exploring the formation of their own identities, while simultaneously honing their literary analysis skills. Learn what 7th and 8th grade English teachers have been doing to model the exploration of their own identities and create a broader and more refined lens through which to assess characters across different genres and choices of literature. Adolescence is challenging enough; infusing the use of a rich vocabulary to explore the essential questions of, Who am I? and Who are you? helps students perceive more of what lies below the surface. Participants will leave with several models of identity development, practical application, and integration of these models into the middle school curriculum, as well as suggestions for activities that can help students develop greater understanding of themselves and formulate more authentic relationships across differences. PRESENTERS: Robert Greene, Noah Cho; Sungbae Park, and Ted Saltveit, Marin Country Day School (CA) Lee and Mrs. Irving--An Interdisciplinary Collaboration This workshop will explore the unique partnership between two African-American teachers, one in her 41st year and one in his 11th. Bringing together American literature and American history, the presenters created a year-long course on American cultural history built around principal texts. Two of these texts, Adventures of Huckleberry Finn and The Invisible Man, presented the opportunity for the pair to plunge deeply into African-American history in a way not often accomplished in a traditional American history survey course. The presenters will share reflections on their rare collaboration including harmonizing different pedagogical approaches, co-creating curriculum, and engaging an overwhelmingly white student audience. Participants will take away insights about team teaching, interdisciplinary curriculum, and alternatives to traditional history and literature courses. PRESENTERS: Levan Payton and Cheryl Irving, William Penn Charter School (PA)

Cultural Proficiency and Multicultural Perspectives TES Diversity Workshop January 2013