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Cultural Proficiency

Cultural Proficiency. The Continuum. The Cultural Proficiency Continuum - (Dr. Terry Cross, 1989). Cultural Destructiveness - “See the difference; stomp it out”. Eliminating others because of difference Examples Genocide Exclusionary practices Shun diverse perspectives

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Cultural Proficiency

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  1. Cultural Proficiency The Continuum

  2. The Cultural Proficiency Continuum - (Dr. Terry Cross, 1989)

  3. Cultural Destructiveness - “See the difference; stomp it out” Eliminating others because of difference • Examples • Genocide • Exclusionary practices • Shun diverse perspectives • Not providing a group of students access to the curriculum

  4. Cultural Incapacity - “See the Difference; make it wrong” Believing in and acting in alignment with cultural superiority • Examples • Lowered expectations of others • Unequitable allocation of resources • Expecting “others” to change

  5. Cultural Reductionism - “See the difference; act like you don’t” Acting as if differences between, among, and within cultures do not matter or exist • Examples • Discomfort with differences • Beliefs/actions that assume the world is fair and achievement is based on merit alone • Ignoring individual/group needs in favor of whole-group instruction.

  6. Cultural Pre-Competence - “See the difference; respond to it inadequately” Recognizing the need to respond, but doing so with limitations • Examples • Delegate diversity work • Quick fix, packaged short-term programs • Episodic events (____ night, month, etc)

  7. Cultural Competence- “See the difference; value it” Effective cross-cultural interaction, in alignment with these standards: • Assessing cultural knowledge • Valuing diversity • Managing conflict (“dynamics of difference”) • Adapting to diversity • Institutionalizing cultural knowledge

  8. Cultural Proficiency - “See the difference; respond positively. Engage & Adapt” The process of ongoing organizational development and professional learning about individual and organizational response to difference, in order to develop and nurture cultural competence • Examples • Personal Reflection, change, and transformation • Studying equity in education with the goal of change in support of social justice • Testing assumptions held about groups different from you.

  9. Points Around the Room • Prediction: What do you think you will see when people place their sticky notes around the room? • Place your sticky notes in the appropriate part of the room • Silently move around the room and read as many as you can

  10. Debrief • What did you notice as you wrote comments? • What did you notice as you read comments? • What did you feel, think, or wonder about the comments or the process? • What can you learn about yourself and your program from this exercise? • What can you take back to your school/ program?

  11. The Three Barriers The personal, professional, and institutional blockades and/ or blind spots that impede movement towards equitable and just service and opportunities for all. • Resistance to Change- Unawareness of the need to adapt, • Not acknowledging systemic oppression, and • Benefitting from a privilege and sense of entitlement.

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