Chapter One
The Barriers to Cultural Proficiency, (Table 1.2 pg.13)
“Resistance to Change is viewing change as needing to be done by others, not by one’s self.” After reading the definition, it makes me feel saddened that individuals have repressed thoughts or feelings into the consciousness and do not attempt to make a positive change. In addition, this definition leads me to my favorite quote from Ghandi “Be the change you wish to see in the world.”
“System of Oppression is the acknowledging and recognizing that racism, sexism, ethnocentrism, and other forms of oppression are real experiences.” After reading the definition and acknowledging the existing forms of oppressions makes me upset that individuals continue to struggle and experience unjust treatment. The experience of oppression get me upset and feel the need to speak up on social media to make my community of learners aware of the current state of mind of ignorant people.
“A Sense of Privilege and Entitlement is unawareness or indifference to benefit that accrue solely by one’s membership in a gender, racial, or other cultural group.” After reading the definition, I felt some disgust that individuals feel “privilege and entitlement” based on their cultural, gender or skin color. I have come across many individuals who feel entitled mainly due to their prior experiences, so in my opinion, it’s “an imaginary world” because in reality, people who are egotistic feel the urge to be self centred and feel the need to have the world revolve around their needs, interests, etc. Therefore, these individuals need to develop the skill of empathy in order to successfully interact with diverse groups.
The Guiding Principles of Cultural Proficiency (Table 1.3 pg. 16)
The guidelines provide educators with an inclusion perspective in which all cultural groups are capable to contribute valuable information in order to enhance the educational community. As a result, through decision-making and policy-setting processes, educators can develop and facilitate activates or texts that can lead to self-empowerment through social relevancy. Through these educational experiences, educators can carve a path to policy studies, so students can become aware of their own abilities and seek positive role models as leaders and having access curriculum and instructional programs in the fields of STEAM (Science, Technology, Engineering, Arts and Math).
The Cultural Proficiency Continuum provides a guideline for depicting behaviors of educators and the practices of learning community and schools. As a result, in order to commit to the Guiding Principles as educators, we should practice and model the positive behavior and practices in our personal lives. Once the personal mission is developed then the continuum can lead to transformational professional development, in which educators can have an open dialogue on the keywords: cultural competency and cultural proficiency versus cultural destructiveness, cultural incapability and cultural blindness.
The five Essential Elements of Cultural Proficiency serve as standards that assess cultural knowledge, value diversity, managing the dynamic of differences, adapting to diversity, and institutionalizing cultural knowledge. As a result, in my educational practice, I would like to continue to provide opportunities to foster cultural competency amongst my students each school year. Therefore, have some personal and professional commitments and goals that can continue to foster the urge to advocate for all cultural groups, gender and racial groups.
Going Deeper: 3 keys (3 quotes, 3 questions)
“Resistance to Change is viewing change as needing to be done by others, not by one’s self.” After reading the definition, it makes me feel saddened that individuals have repressed thoughts or feelings into the consciousness and do not attempt to make a positive change. In addition, this definition leads me to my favorite quote from Ghandi “Be the change you wish to see in the world.”
“System of Oppression is the acknowledging and recognizing that racism, sexism, ethnocentrism, and other forms of oppression are real experiences.” After reading the definition and acknowledging the existing forms of oppressions makes me upset that individuals continue to struggle and experience unjust treatment. The experience of oppression get me upset and feel the need to speak up on social media to make my community of learners aware of the current state of mind of ignorant people.
“A Sense of Privilege and Entitlement is unawareness or indifference to benefit that accrue solely by one’s membership in a gender, racial, or other cultural group.” After reading the definition, I felt some disgust that individuals feel “privilege and entitlement” based on their cultural, gender or skin color. I have come across many individuals who feel entitled mainly due to their prior experiences, so in my opinion, it’s “an imaginary world” because in reality, people who are egotistic feel the urge to be self centred and feel the need to have the world revolve around their needs, interests, etc. Therefore, these individuals need to develop the skill of empathy in order to successfully interact with diverse groups.
The Guiding Principles of Cultural Proficiency (Table 1.3 pg. 16)
The guidelines provide educators with an inclusion perspective in which all cultural groups are capable to contribute valuable information in order to enhance the educational community. As a result, through decision-making and policy-setting processes, educators can develop and facilitate activates or texts that can lead to self-empowerment through social relevancy. Through these educational experiences, educators can carve a path to policy studies, so students can become aware of their own abilities and seek positive role models as leaders and having access curriculum and instructional programs in the fields of STEAM (Science, Technology, Engineering, Arts and Math).
The Cultural Proficiency Continuum provides a guideline for depicting behaviors of educators and the practices of learning community and schools. As a result, in order to commit to the Guiding Principles as educators, we should practice and model the positive behavior and practices in our personal lives. Once the personal mission is developed then the continuum can lead to transformational professional development, in which educators can have an open dialogue on the keywords: cultural competency and cultural proficiency versus cultural destructiveness, cultural incapability and cultural blindness.
The five Essential Elements of Cultural Proficiency serve as standards that assess cultural knowledge, value diversity, managing the dynamic of differences, adapting to diversity, and institutionalizing cultural knowledge. As a result, in my educational practice, I would like to continue to provide opportunities to foster cultural competency amongst my students each school year. Therefore, have some personal and professional commitments and goals that can continue to foster the urge to advocate for all cultural groups, gender and racial groups.
Going Deeper: 3 keys (3 quotes, 3 questions)
- “Additional steps for leaders as they shift their perspective on change from reforming structures, policies, and rules in school to transforming relationships, interactions, and the behaviors of the people within schools and district.” (pg. 15)
- “These five elements become the standards against which we measure the efficacy of our curriculum, the effectiveness of instructional strategies, the relevance of professional development, the utility of systems of assessments and accountability, and the intend of parent and community communications and outreach.”
- “A benefit of Cultural Proficiency is that it begins with an honest approach that recognizes the challenges within our society and then uses the tools provided by our democracy to demonstrate how to serve all demographic groups equitable.” (pg.13)
- How can we assess ourselves as members of the learning community in a school based on the Cultural Proficiency Continuum?
- Based on the quote, “Cultural Proficiency is when an educator or school has incorporated the Essential elements into their practices to the extent that they develop at least [some] intentional and ongoing commitments," who will make individuals accountable for the intentional and ongoing commitments to cultural proficiency?
- What technology tools can be utilized to provide and demonstrate the equitable of all demographic groups within a school district or school site?
Educational VignettesThe new strategies can be implemented with one student, not necessary with the entire class. Or the teacher can mentally store the strategy and place it in their strategy toolbelt and practice the new strategy at another time. The meeting discussion on Special Education and overrepresentation of males can lead to taking the initiative and finding resources for students who need additional scaffolding because this population needs an advocate to find answers and resources for an equitable educational experience. Students responding in a negative manner should be taught the skill of empathy through the Stephen Covey’s Habit 5 Seek First to Understand, then to be Understood- school wide effort and training to teach students 7 habits language. The seminar at the university can allow a research based strategies that can help the target students. And since the professors have an instructional history for working with target students, individuals can provide further insight and cultural understanding and deeper realization of possible root causes of underachievement. Through collaboration of grade level teachers and analyzation of data, teachers can have the opportunity to have an discussion to seek root cause, analyze patterns and come up with interventions and instructional strategies that will meet the needs of the students in a demographic area. | Margaret WheathleyStates how educators “rely on each other to find new discoveries and learnings” through educational learning community. I agree with the quote in which all roles provide insight and advocacy for students in various demographics (students with IEPs, SSTs, etc.) A community of learners would guide me to think outside the box and ask clarifying questions to further my thinking of a situation. From my own community, I can gather insight and acknowledgement of ideas that benefit the students at large. The insight from my perspective would be the students within the organizations. By having a clear plan and agreed upon goals, students would be the benefactors of the community of learners. I can provide a voice and advocacy for students in immersion and students with disabilities based on my prior credentials and specialization. Resource Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin. |