Culturally Responsive School Personnel

1
Culturally Responsive School Personnel
National Center for Culturally Responsive
Educational Systems
National Staff Development Council December 4,
2006 Shelley Zion Suzanne Arnold www.nccrest.org
2
Appreciating Culture and Cultural Responsiveness
3
Outcomes

• Following this session, you will be able to
• Define culture, what it is and what it is not
• Understand the impact of culture on individuals
  and systems- why does it matter
• Understand the development of a culturally
  responsive perspective and pedagogy
• Differentiate between the concepts of equity and
  equality.
• Recognize power and privilege disparities within
  schools that create inequitable experiences for
  students from culturally diverse backgrounds.
• Create an action plan to bridge the gap between
  school and students from diverse cultures.

4
Activity Ground Rules Materials Chart paper
markers tape Time limit 10 minutes Part 1
Small Group Dialog. What would it take to feel
safe when talking, sharing, and participating in
the academy? (5 minutes) Part 2 Setting Ground
Rules. As a whole group, share suggestions from
the small group activity and summarize them into
three to five ground rules for the academy. (5
minutes)
5
Ground Rules Discussion Questions

• What would it take to feel safe talking, sharing,
  and participating in this session? Include in
  your dialogue how a safe, culturally responsive,
  and interactive learning environment can be
  created through body language, words and
  language, physical arrangement, and instructional
  design.

6
Race

• You are classified as

7
Ethnicity

• You identify with

8
(No Transcript)
9
Culture

• You continually construct from history,
  circumstances, family, community

10
Dimensions of Culture
11
Dimensions of Culture
12
Dimensions of Culture
13
Dimensions of Culture
14
Complexity of Identity Who am I?
15

• Activity Diversity Circles
• Part 1 Diversity Circles.A whole-group
  activity in which participants form groupings
  based on personal characteristics. Step 1
  Stand in large circle.Step 2 Form smaller
  circles based on characteristics that facilitator
  indicates.

16

• Activity Diversity Circles
• Part 2 Debrief.A discussion about the
  successes and challenges that participants
  observed in the Diversity Circle activity. What
  did you noticed about the exercise?What
  surprised you?How often were the same people in
  your circles?How was it for you if you were by
  yourself?Which circles caused confusion? Which
  discomfort? Why?Why did we do this activity
  what does it have to do with understanding
  diversity and developing cultural responsiveness?
  

17
Complexity of Identity Who am I?
18
Why Does Culture Matter?

• As educators, we are committed to ensuring that
  all children can learn and achieve to the best of
  their ability.

19
Activity Define Cultural Responsivity
20
What is Cultural Responsivity?

• Cultural responsivity refers to the ability to
  learn from and relate respectfully to people from
  your own and other cultures.

21
Defining Cultural Responsivity

• Different terms used to talk about the idea of
  cultural responsivity
• Culturally responsive
• Culturally competent
• Diversity perspective
• Multicultural
• Inclusive

• For the purpose of continuity in this series, we
  use the term cultural responsivity.

22
What are the Benefits of Culturally Responsivity?

• Increased level of comfort
• Increased knowledge
• Increase in freedom
• Discovery of passions
• Increased capacity to teach
• Increased resources and knowledge

23
What are the Characteristics of a Culturally
Responsive Teacher?
Myth We are a true meritocracy
24
Characteristics of a Culturally Responsive Teacher

• Sociocultural consciousness
• Affirming attitude toward students from
  culturally diverse backgrounds
• Commitment and skills to act as agents of change
• Constructivist views of learning
• Learn about students past experiences, home and
  community culture
• Culturally responsive teaching strategies
  supporting constructivist view of teaching and
  learning.

25
What is Culturally Responsive Pedagogy?
Myth Colorblindness is the best perspective
26
Power Relations and Their Impact on Development
and Learning
27
Activity Letter from Kai James Materials Kai
James Vignette Time limit 15 minutes Part 1
Kai James Vignette.Read vignette about a high
school student. (5 minutes) Part 2 Small Group
Discussion.Form small groups to discuss
vignette. (10 minutes)
28
Power and Privilege in Schools
29
What are schools like?
30
Students labeled disabled
31
Achievement on Assessments
32
Resource Allocation
33
Inequitable education
34
Bridging Cultures
35
Things to Remember

• Social power and privilege are often invisible to
  those who possess them, and must be purposefully
  sought out and challenged in order to adjust the
  balance of inequity.
• Students from culturally and linguistically
  diverse backgrounds have inequitable educational
  experiences because of systemic issues such as
  resource allocations, access to teachers with
  adequate experience, education and credentials,
  and disproportional placement in special
  education.
• Teachers possess the ability to bridge the gap
  between school and students cultures, creating a
  place that welcomes and honors everyone.

36
National Center for Culturally Responsive
Educational Systems
Shelley.Zion_at_cudenver.edu Suzanne.Arnold_at_cudenver
.edu www.nccrest.org