Culturally Relevant Teaching and Learning Presented by Dr. Jami Berry, Assistant Professor Georgia State University

Goals of This Presentation 1.To DEFINE cultural relevance and UNDERSTAND how it impacts practice 2.To IDENTIFY the elements of cultural identity and explore the tensions and possibilities related to addressing them 3.To UNDERSTAND that we all hold cultural bias and to BEGIN TO UNDERSTAND our own lens

How do YOU define cultural relevance? Applicability of materials, methods, or programs to one's own ethnicity, social status, gender, religion, home and community environment, and/or personal experiences (from education.com) Demonstration that evaluation methods, procedures, and/or instruments are appropriate for the cultures to which they are applied (from businessonlybusiness.com)

Have YOU ever considered that your own cultural lens impacts your practice? … listening… requires not only open eyes and ears, but open hearts and minds. We do not really see through our eyes or hear through our ears, but through our beliefs... It is not easy, but it is the only way to learn what it might feel like to be someone else and the only way to start the dialogue. -Lisa Delpit

Moving Toward Cultural Proficiency There are six points along the cultural proficiency continuum that indicate unique ways of perceiving and responding to differences. Where do YOU fall on the continuum?

Cultural Proficiency Continuum Downward Spiral Conversation Upward Spiral Conversation Blindness Incapacity Competence Pre-CompetenceProficiency Destructiveness

Cultural Destructiveness Examples Genocide or Ethnocide Exclusion Laws Shun/Avoid certain curriculum topics “ When we redistrict we can get rid of THAT neighborhood! ” “ Why are those kids speaking Chinese at lunch? ” “ There are so many problems coming from Lakeside. ” “ If we could get rid of the special needs students, our scores would improve. ” Using one’s power to eliminate the culture of another. “See the difference; stomp it out.”

Cultural Incapacity Examples Disproportionate allocation of resources to certain groups Lowered expectations Expecting “ others ” to change: My way or the highway. “ Another generation to never leave the trailer park. ” “ His mom admitted he was special education when she went to school, so we can ’ t expect him to do well ” “ The apple doesn ’ t fall far from the tree. ” Lack of an equal representation of staff/administrators that reflect diversity in our district. Believing in the superiority of one’s own culture and behaving in ways that disempower another’s culture. “See the difference; make it wrong.”

Cultural Blindness Examples Discomfort in noting difference Beliefs/actions that assume world is fair and achievement is based on merit “ Our school does not need to focus on multicultural education- we have no diversity. ” “ Everyone learns the same. ” “ Just don ’ t recognize their religion. We don ’ t want to offend. ” “ I ’ m not prejudiced. I don ’ t see color in my students. ” Acting as if cultural differences do not matter or as if there are not differences among/between cultures. “See the difference; act like you don’t.”

Cultural Pre-Competence Examples Delegate diversity work to others, to a committee Quick fix, packaged short-term programs Unclear rules, expectations for all diversity programs for staff “ Diversity is covered through our Language Arts curriculum. ” Cultural programs asked to be lead by those of that background. “ I ’ ll do my best to make the Special Education student feel part of the Honors course. ” “ Make sure you do an activity for Black History month. ” Recognizing the limitations of one’s skills or an organization's practices when interacting with other cultural groups. “See the difference; respond to it inappropriately.”

Cultural Competence Examples Advocacy On-going education of self and others Support, modeling, and risk-taking behaviors “ You are you. I am me. But together, we are we. ” “ I think it is interesting to look at another ’ s perspective through another lens. ” My mission statement encompasses ALL. Interacting with others using the five essential elements of cultural proficiency as the standard for behavior and practice. “See the difference; understand the difference that difference makes.”

Cultural Proficiency Examples Interdependence Personal change and transformation Alliance for groups other than one ’ s own Differentiate to the needs of all learners. My boys aren ’ t doing well in reading. I need to start integrating more non-fiction. “ With the addition of _____, our classroom experience has become richer. The other students are learning from him also. “ Thank you for calling the parents and explaining in Spanish about our field trip. ” Esteem culture; knowing how to learn about organizational culture; interacting effectively in a variety of cultural groups. “See the difference; respond positively. Engage and adapt.”

Now you have an understanding of the Cultural Proficiency Continuum, What’s Next? Identify your own cultural identity as it relates to the following elements Use this understanding to inform your practice Consider creating your own Cultural Identity Document

What Elements Do YOU Identify as Part of a Person’s Cultural Identity? Race and/or Ethnicity Gender Sexual Orientation Social Class Mental and Physical Ableness Faith, Religion, Spirituality (or Absence of) Political Beliefs

Race and/or Ethnicity Consider your interactions with those who – Belong to a different race than you – Belong to a different ethnic group than you – Come from a different area of the country than you – Come from a different part of the world than you

Gender Consider how gender plays a role in your home, classroom, or school – Differentiated treatment of boys and girls – Resource allocation pertaining to sports – Faculty representation/career ladder issues

Sexual Orientation Consider your own thoughts and beliefs regarding sexual orientation and consider how they are (or aren’t) addressed in your school – How are educational issues facing lesbian, gay, bisexual, transgendered or intersex students and faculty addressed? – Are you comfortable discussing these thoughts and beliefs with others?

Social Class Consider how the socioeconomic spectrum plays out in your school and classroom – Are students from all SES subgroups equally represented in Gifted, Advanced, Regular, and Special Education classrooms? – How are the parents of children in lower SES groups regarded in the school setting?

Mental and Physical Ableness When you think of student needs related to mental and physical ableness, what comes to mind? – How are students with special needs integrated into your classroom and your school as a whole? – How are the parents of these students regarded?

Faith, Religion, Spirituality (or Absence of) How do you describe the importance of faith or spirituality in your own life? How does this description inform your interaction with students and parents? What is your personal experience with people from other religious backgrounds?

Political Beliefs Do you hold a specific political ideology? How does this belief system inform your interactions with others? How do you approach political conversations with those who hold different opinions than yours?

In Closing Education is the most powerful weapon, which you can use to change the world. – Nelson Mandela We can work to change the embedded structures so that our schools become more hospitable places for student and adult learning. But little will really change unless we change ourselves. – Roland Barth

Resources Much of the information for today’s presentation came from the following sources: Terrell and Lindsey (2009), Culturally Proficient Leadership Lindsey et al (2009), Culturally Proficient Learning Communities Lumby and Coleman (2007) Leadership and Diversity Fenwick (2010) Patterns of Excellence: Policy Perspectives on Dversity in Teaching and School Leadership