Chapter Seven
“The mix of values in a society provides vantage points from which to view reality. Conflict and heterogeneity are resources for social learning. Although people may not share one another’s values, they may learn vital information that would ordinarily be lost to view without engaging the perspectives of those who challenge them?” -Heifetz, 1994, p.35
The quote from Heifetz states that society will have differences of opinions and beliefs and based on those differences, individuals can learn from the differences of opinions and values. In order to change in a positive manner, we must identify the differences, so we can develop a community with mixture of values to inform change and growth of a community. Based on the raised issues of the school community, individuals attempt to share their opinions and ideas about events within the school. However, my school site does not address or bring to attention the cultural differences. Since majority of the teachers are hispanic and most of the parent community is white, we do not bring up the issue of race and socioeconomic. However, within staff, we mention the differences in values, and try to come up with a solution. Usually the solutions are “think-win-win”, but hardly input the beliefs of both cultural groups at the same time. In my opinion, after reading chapter seven, both cultural groups must become transparent in the process of decision making.
Going Deeper with Cultural Proficiency
Which of the questions guide how you approach your work at the school? Which questions are presented in the ongoing discussions among faculty and staff at your school? Which questions pose the opportunity for further learning for you and your school?
The third column on Table 7.1 on page 89 refers to the interactions and poses questions to guide culturally proficient communities. As a result, in my opinion, the questions that could guide the approach of my own work is “in what ways do I foster discussion about race, gender, sexual orientation, socioeconomics, and faith as related to the needs of our community?” This questions can allow me to address the needs of the community that I serve. In addition, this question can allow students to become experts in their own culture and share about their race, religion, etc.
The questions that could be utilized for ongoing discussion among staff at the school are 1) in what ways do we use assessment data to inform successful and unsuccessful practices? 2) in what ways do we foster alternative narratives in the classroom and in the formal curriculum? These questions can lead to ongoing discussions because collaborative leadership is demonstrated by allowing opportunities to share opinions, experiences and perspectives about diversity. In addition, an effective professional development community must include multiple perspectives on relevant topics in order to build open conversations about diversity. As a result, these questions provides input from staff on the practices and curriculum ideas within the classroom.
The questions that could be used to pose the opportunity for further learning the school are 1) in what ways are our decision making process transparent and subject to change on community needs? 2) in what ways do we foster alternative narrative and views in school meetings 3) in parent and community meetings? These questions can lead to opportunity to further expand the learning at our school because “most people can feel the tension from avoidance and feeling of discomfort can be eliminated throughout the school”
if a different perspective is shared throughout meetings and decision-making process throughout the school year. Furthermore, it make a positive difference when alternative narratives are provided because “when a value for diversity exist, then managing issues [can be] explored and resolved as a part of ongoing communication, problem solving and collaboration” from all stakeholder in community (Lindsey et. al, p.89).
The third column on Table 7.1 on page 89 refers to the interactions and poses questions to guide culturally proficient communities. As a result, in my opinion, the questions that could guide the approach of my own work is “in what ways do I foster discussion about race, gender, sexual orientation, socioeconomics, and faith as related to the needs of our community?” This questions can allow me to address the needs of the community that I serve. In addition, this question can allow students to become experts in their own culture and share about their race, religion, etc.
The questions that could be utilized for ongoing discussion among staff at the school are 1) in what ways do we use assessment data to inform successful and unsuccessful practices? 2) in what ways do we foster alternative narratives in the classroom and in the formal curriculum? These questions can lead to ongoing discussions because collaborative leadership is demonstrated by allowing opportunities to share opinions, experiences and perspectives about diversity. In addition, an effective professional development community must include multiple perspectives on relevant topics in order to build open conversations about diversity. As a result, these questions provides input from staff on the practices and curriculum ideas within the classroom.
The questions that could be used to pose the opportunity for further learning the school are 1) in what ways are our decision making process transparent and subject to change on community needs? 2) in what ways do we foster alternative narrative and views in school meetings 3) in parent and community meetings? These questions can lead to opportunity to further expand the learning at our school because “most people can feel the tension from avoidance and feeling of discomfort can be eliminated throughout the school”
if a different perspective is shared throughout meetings and decision-making process throughout the school year. Furthermore, it make a positive difference when alternative narratives are provided because “when a value for diversity exist, then managing issues [can be] explored and resolved as a part of ongoing communication, problem solving and collaboration” from all stakeholder in community (Lindsey et. al, p.89).
Reflection
How do groups develop norms for conversation that make a safe environment and lead to all participants contributing to the conversation? How does the facilitator or group create a safety for all voices to be heard and challenge underlying beliefs that may block educator effectiveness?
The norms of conversation include fostering an open discussion on a topic related to the needs of the community by allowing opportunities for participants to focus on their emotions and views in a public platform and encouraging differences of opinion. Furthermore, the facilitator allows the opportunities to share opinions and discussions by acknowledging ideas, feeling and thoughts. Participants can be open and state clarifying statements about the topic. Also, in order to continue the awareness of contextual issues, the facilitator can state breakthrough questions and statements. The breakthrough questions and statements allows positive thinking and encourages new ideas by reducing anxiety. The breakthrough questions and statements include tentative language and embed positive intention and possibility. Also, in order to address the challenge underlying beliefs that may block educator effectiveness the group must be open to differences in opinion, perspectives and beliefs.
The norms of conversation include fostering an open discussion on a topic related to the needs of the community by allowing opportunities for participants to focus on their emotions and views in a public platform and encouraging differences of opinion. Furthermore, the facilitator allows the opportunities to share opinions and discussions by acknowledging ideas, feeling and thoughts. Participants can be open and state clarifying statements about the topic. Also, in order to continue the awareness of contextual issues, the facilitator can state breakthrough questions and statements. The breakthrough questions and statements allows positive thinking and encourages new ideas by reducing anxiety. The breakthrough questions and statements include tentative language and embed positive intention and possibility. Also, in order to address the challenge underlying beliefs that may block educator effectiveness the group must be open to differences in opinion, perspectives and beliefs.
Going Deeper: Three Keys
“The change process benefits from having a facilitator who can identify sources of resistance and collaboration and uses the resulting dissonance to spark learning and group development (Lindsey et. al, p.91)
“Not wanting to get stuck in a downward spiral of negative, difficult statements and questions that serve as barriers to moving forward to improve educational practice”, how might I be able to smoothly pose breakthrough questions or statements that address issues of diversity and bring awareness within my own school community? (Lindsey et. al, p.93)
Hargraves (in Hord and Sommers, 2008) mentioned that “all leadership involves opposition and necessity of dealing with it (p.xi)” As an educational leader, how can I begin to foster open discussions as related to the needs of the school community?
Resource
Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin.
“Not wanting to get stuck in a downward spiral of negative, difficult statements and questions that serve as barriers to moving forward to improve educational practice”, how might I be able to smoothly pose breakthrough questions or statements that address issues of diversity and bring awareness within my own school community? (Lindsey et. al, p.93)
Hargraves (in Hord and Sommers, 2008) mentioned that “all leadership involves opposition and necessity of dealing with it (p.xi)” As an educational leader, how can I begin to foster open discussions as related to the needs of the school community?
Resource
Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin.