cultural competence spectrum
"Education System v. Cultural Competence"
"From sleepovers to favorite foods, Gracia Bareti shares her personal experiences growing up, navigating multiple cultures and how she shapes this into legislation that confronts an education system that is not representative of the people that utilize it, nor a world it exists within," (Tedx Talks).
6:05-7:48
Cross-Cultural, Intercultural, Cultural Competence(s)
What is the difference? How do they compare? Why should we care to learn the differences?
- ”Culture” is a term that can relate to race, ethnicity, gender, sexual orientation, age, ability, religion, income level, education, geographical location, or even working styles.
- "Cross cultural communication” refers to communication between people who have differences in any of these areas. This term can sometimes be considered more transactional as it does not necessarily suggest mutual understanding or respect.
- “Intercultural,” on the other hand, focuses on the interchange of ideas and norms as individuals of different cultures form meaningful relationships.
- "Cultural competence” refers to the ability to interact effectively with people of different cultures, and is also a term that implies more understanding and respect. Inter / intra-cultural knowledge.
Guiding Questions
- What is culturally-responsive teaching (CRT)? Why is it important? What does CRT look like? How can we implement CRT in-person or virtually?
- How can students learn to acknowledge and appreciate other cultures’ without practicing cultural appropriation? How does one define cultural appropriation? How does cultural appropriation affect those cultures that are being taken from? How can students increase cultural appreciation and decrease cultural appropriation?
- How can build off existing state-curriculum to teach cultural competence skills to secondary students? How can I make a lesson plan (field trip guide) respective to the Day of the Dead altar in the Arboretum to increase secondary students' levels of cultural competence and (Spanish/English) language acquisition? How can the Spanish-speakers of the HHS ESOL program and English-speakers of the HHS Spanish classes be integrated?
Learning Objectives
- The teacher should be able to define CRT teaching while exploring DEI content to improve the ethical care of the classroom.
- Teachers and students should be able to recognize their implicit bias and challenge preconceived ideas about marginalized groups and identites.
- The student should be able to define cultural competency and exhibit culturally competent attitudes and behaviors in the classroom and beyond.
- The student be able to define cultural appropriation/appreciation and give examples ranging in levels of comprehension: novice to advanced.
- The student should have a foundational understanding of culturally appropriate behaviors respective to their comprehension levels: novice, intermediate, advanced.
From the White/Black Lens to Thinking in Color: Expanding Knowledge
In “A Framework for Integrating Cultural Competency Into the Curriculum" the authors describe the importance of cultural competency and its impact on the incoming generations of professionals through these subtopics: mission, values, and diversity statements, diversity and inclusiveness plans, core competencies, cultural competency training for faculty, course content and co-curricular components, and assessment of student perception of diversity (Blessett & Littleton 557). The author begins by discussing the introduction of the discourse in 1968 at Syracuse University in lieu of the civil rights movement. Then, they describe that the focal point of cultural competency in American society stems from the binary black/white lens, and proves this lense as inadequate as the United States Bureau predicts the United States to be a plurality nation by 2060, meaning the Anglo demographic will no longer be the majority. This projection speaks to the urgency of professional environments (including public schools) evolving to the needs of an ever changing demography of the United States that can start with the implementation of cultural competence instruction and training in public schools for both educators and students.
Legislation / Policy related to the topic:
"SUMMARY AS INTRODUCED FOR VA HOUSE BILL #1904;
Teachers and other licensed school board employees; cultural competency. The bill requires teacher, principal, and division superintendent evaluations to include an evaluation of cultural competency. The bill requires every person seeking initial licensure or renewal of a license from the Board of Education (i) to complete instruction or training in cultural competency and (ii) with an endorsement in history and social sciences to complete instruction in African American history, as prescribed by the Board. The bill also requires each school board to adopt and implement policies that require each teacher and any other school board employee holding a license issued by the Board to complete cultural competency training, in accordance with guidance issued by the Board, at least every two years."
The Five Qualities of Cultural Competence:
open attitude
self-awareness
awareness of others
cultural knowledge
cultural skills
What is Culturally-Responsive Teaching (CRT)?
The act of learning about students’ cultures can assist in a teacher’s understanding of a student’s behavior and mentality and provides a key method to link students’ already existing knowledge to acquire new knowledge while facilitating cultural competence. CRT is a research-based approach that works to bridge what students learn in school and their culture, language, and experiences. The term, CRT, was coined and created by Dr. Gloria Ladson-Billings in the early 1990s who originally defined as, "[teaching] that empowers students to maintain cultural integrity, while succeeding academically," (Gloria Ladson-Billings, 1990).
5 Ways to Practice Cultural Competence in the Classroom
by Christina Bruno
1. Encourage and model respectful behavior
2. Emphasize commonalities with new peers
3. Promote an equitable relationship between peers and partner classrooms
4. Encourage students to approach differences with curiosity and kindness
5. Respond to generalizations and stereotypes by emphasizing individual differences and encouraging critical thinking and perspective taking
Virginia Department of Education (VDOE) Standards of Learning (SOL) and Objectives for Foreign Language Instruction
VDOE Terminology: WORLD LANGUAGES: NOVICE LEVELS
NL: Novice Low (NL)
NM: Novice Mid (NM)
NH: Novice High (NH)
VDOE Terminology: MODERN WORLD LANGUAGE: INTERMEDIATE LEVELS
IL: Intermediate Low
IM: Intermediate Mid
IH: Intermediate High
VDOE Terminology: MODERN WORLD LANGUAGE: ADVANCED LEVELS
AL: Advanced Low
AM: Advanced Mid
Summary
In summary, I am exploring the logistics and pragmatics of integrating cultural competence into already existing curriculum to enrich both educators' and students' skillsets by preparing them for an evolving United States and global demography. I seek to create a lesson plan to guide/facilitate with DEI content on cultural competency with the integration of Spanish-speaking ESOL students and English-speaking students learning Spanish to facilitate language acquisition in the target language.
References
VA DOE SOL MOFL
Lopez-Littleton, Vanessa, and Brandi Blessett. “A Framework for Integrating Cultural Competency Into the Curriculum of Public Administration Programs.” Journal of Public Affairs Education, vol. 21, no. 4, 2015, pp. 557–574. JSTOR, www.jstor.org/stable/24615545. Accessed 12 Apr. 2021.
Marchi, Regina. “Hybridity and Authenticity in US Day of the Dead Celebrations.” The Journal of American Folklore, vol. 126, no. 501, 2013, pp. 272–301. JSTOR, www.jstor.org/stable/10.5406/jamerfolk.126.501.0272. Accessed 12 Apr. 2021.
Matthes, Erich Hatala. “Cultural Appropriation Without Cultural Essentialism?” Social Theory and Practice, vol. 42, no. 2, 2016, pp. 343–366., www.jstor.org/stable/24871347. Accessed 12 Apr. 2021.
Stanton-Salazar, Ricardo D., and Stephanie Urso Spina. “Informal Mentors and Role Models in the Lives of Urban Mexican-Origin Adolescents.” Anthropology & Education Quarterly, vol. 34, no. 3, 2003, pp. 231–254. JSTOR, www.jstor.org/stable/3195999. Accessed 12 Apr. 2021.
https://blog.empatico.org/five-ways-to-practice-cultural-competence-in-your-classroom/
https://www.virginiamercury.com/2021/04/01/virginia-teachers-are-going-to-be-assessed-on-cultural-competency-what-does-that-mean/
Picture links
https://zestnzen.wordpress.com/2012/01/26/how-to-understand-cross-cultural-communication/
https://www.atlantictraining.com/blog/cultural-competency/
https://www.redbubble.com/i/poster/More-alike-than-different-by-ethanasher87/27468427.LVTDI