Dr. Barbara J. Love [email protected] If not, why do you think that this cartoon is not...
49
Cultural Competence Cultural Equity and Educational Excellence Cardinal Stritch University Leadership Center August 2009 Dr. Barbara J. Love The AKAR Institute [email protected]
-
Upload
florence-felicia-boyd -
Category
Documents
-
view
227 -
download
3
Transcript of Dr. Barbara J. Love [email protected] If not, why do you think that this cartoon is not...
Cultural Competence Cultural Equity and Educational Excellence
Cardinal Stritch University Leadership CenterAugust 2009
Dr. Barbara J. LoveThe AKAR Institute [email protected]
If not, why do you think that this cartoon is not racist?
Is this racism?
Dr. Barbara J. Love [email protected]
3
The New York Post declares:
“The Dead Monkey Cartoon Isn't Racist”
The NY Post Chimpanzee Cartoon
Dr. Barbara J. Love [email protected]
4
Dr. Barbara J. Love [email protected]
5
Posted: 8:00 pmFebruary 19, 2009
Wednesday's Page Six cartoon - caricaturing Monday's police shooting of a chimpanzee in Connecticut - has created considerable controversy. It shows two police officers standing over the chimp's body: "They'll have to find someone else to write the next stimulus bill," one officer says.
It was meant to mock an ineptly written federal stimulus bill. Period. But it has been taken as something else - as a depiction of President Obama, as a thinly veiled expression of racism. This most certainly was not its intent; to those who were offended by the image, we apologize.However, there are some in the media and in public life who have had differences with The Post in the past - and they see the incident as an opportunity for payback. To them, no apology is due.
Sometimes a cartoon is just a cartoon - even as the opportunists seek to make it something else.
Friday, March 06, 2009Last Update: 01:50 AM EST
Dr. Barbara J. Love [email protected]
6
STATEMENT FROM RUPERT MURDOCH Last updated: 3:16 amFebruary 24, 2009 Posted: 2:22 amFebruary 24, 2009
As the Chairman of the New York Post, I am ultimately responsible for what is printed in its pages. The buck stops with me.
Last week, we made a mistake. We ran a cartoon that offended many people. Today I want to personally apologize to any reader who felt offended, and even insulted.
Over the past couple of days, I have spoken to a number of people and I now better understand the hurt this cartoon has caused. At the same time, I have had conversations with Post editors about the situation and I can assure you - without a doubt - that the only intent of that cartoon was to mock a badly written piece of legislation. It was not meant to be racist, but unfortunately, it was interpreted by many as such. We all hold the readers of the New York Post in high regard and I promise you that we will seek to be more attuned to the sensitivities of our community.
Friday, March 06, 2009Last Update: 01:55 AM EST
The Post says this cartoon is not racist.
Rupert Murdock says this cartoon is not racist.
If you think that this cartoon is racist, why do you make such a claim?
Identifying racism
Dr. Barbara J. Love [email protected]
7
Dr. Barbara J. Love
Is a Professor of Social Justice Education in the School of Education at the University of Massachusetts, Amherst.
She Is a member of National Training Laboratories and is on the Board of Directors of the National Black Women's Health Initiative and The Equity Institute. She works with the Black Liberation and Community Development Project of the International Re-evaluation Counseling Communities. She has worked with organizations in North America, Europe, Africa, the Middle East and the Caribbean on issues of diversity, inclusion and liberation.
Her research focuses on personal and organizational and societal transformation and strategies for liberation. She has co-authored chapters on “Knowing ourselves as Instructors” and “Racism” in Teaching Diversity and Social Justice.
8
Acknowledgement and copyright
All materials in this presentation are the protected property of Dr. Barbara Love.
Permission to use these materials for educational purposes can be secured by writing to Dr. Love at [email protected].
Permission to reprint thee materials may be secured by writing to Dr. Love at [email protected].
Dr. Barbara J. Love [email protected] 9
Goals of this session
1.
2.
3.
4.
Who you are and what you want
1. Name.
2. Role and District.
3. One thing going well.
4. One thing you want from today’s session.
5. One Question you want answered.
Some Guidelines
1. Confidentiality
2. Speaking order and taking turns listening1. Contradict traditional SID based speaking order.2. Repeat what last person said before sharing3. Actively listen – do not interrupt
3. Speak for you only; 4. Own your thoughts5. Make “I” statements6. No devil’s advocates
4. Other guidelines
Norms and guidelines
We agree to:
be respectful of different perspectives, maintain an open-mind and agree to disagree.
identify and explain your responses to “trigger words”
listen to each other with open hearts and minds.
agree that we can make mistakes and that we are all here to learn.
assume the good will and desire to learn of all participants.
acknowledge and value the fact that we each bring different experience, awareness and knowledge to this topic.
13
Agenda
Analysis of the problem1. Goals of schooling
2. Characteristics of current society
3. Current schooling outcomes
Myths about schooling
A Six Dimension Model for Critical Educational Change
4. Critical Cultural Competencies
5. Tenets of Critical Pedagogy
Overview
1. Your concern with student success
2. Predictability of schooling outcomes
3. Anticipated Outcomes for this project: Closing the achievement Gap Cultural Competencies
Analysis of the problem
Why is there an achievement gap?
Please note your three top reasons explaining why you think there is an achievement gap.
1.
2.
3
Goals of schooling
Your curriculum guide:
1. Knowledge, concepts, competencies, skills
2. Specific subject matter
3. Prepare students for effective functioning in today’s society
Characteristics of current society
1. Hierarchical1. Some have more and some have less
2. What criteria determines who are the people to have more and who are the people to have less
3. Three key social identities predict and determine
2. Cyclical1. Role of schools is maintaining and reproducing
current system
2. Can schools disrupt this cycle?
3. Can you, as employees of this system, disrupt this system?
Why is there an “achievement gap”
1. Research shows that Black students can learn?
2. Research has provided the info on what is needed to support learning for Black students.
1. Asa Hilliard
2. James Comer
3. Successful schools research
Myths about schooling
1. Myth of the meritocracy
2. Myth of equal opportunity
3. Myth of scarcity
4. Myth of white supremacy
Six Arena Model for Liberatory Classrooms
StudentsKnow who they are
Content
Methodology
Know Yourself
Adapted from Jackson, 1988. Promoting Diversity in College Classrooms: Innovative responses for curriculum, faculty and institutions. Adams, M. ed. New Directions for Teaching and Learning. No. 52.
Community Context
School Culture and Climate
Six Dimension Model
1. Curricular Content
2. Pedagogy
3. Knowledge of Students
4. Knowledge of Self
5. Community Context
6. Classroom/school/district culture and climate
Implications for your work
How would you apply these cultural competencies in your practice?
Critical Cultural Competencies
Self Awareness and Cultural Awareness Awareness of the existence of social and cultural differences.
Recognition that ever person has a cultural identity
Ability to name and describe cultural differences
Ability to name and describe one’s own cultural heritage.
Ability and willingness to know and understand oneself as racial and cultural beings.
Ability to notice, name and describe the dimensions of one’s own social identities (e.g., race, ethnic, gender, socio-economic status, etc.)
Ability to identify, name and describe the dimensions of one’s own social identities that result in social marginalization or oppression.
The ability to name and describe those aspects of one’s culture that may afford privilege.
Ability to describe how one’s status as a member of a dominant group results in direct and indirect benefits from individual, institutional, and cultural domination.
Critical Cultural Competencies
Self Awareness and Cultural Awareness
Ability to notice, name and analyze one’s own assumptions, values and biases.
Ability and willingness to explore the sources of one’s own assumptions, values and biases.
Capacity and willingness to notice and name one’s attitudes, beliefs, and feelings rooted in oppressive socialization (e.g., racism, heterosexism, classism, etc.).
Ability and willingness to name and interrogate stereotypes and preconceived notions held toward marginalized racial and ethnic minority groups.
Ability to describe, analyze and interrupt ways that one’s culture and heritage affects one’s practice.
Ability and willingness to notice and name any negative emotional reactions toward other racial and ethnic groups that may interfere with the effectiveness of one’s practice.
Critical Cultural Competencies
Self Awareness and Cultural Awareness
Awareness of how a one’s negative and positive reactions toward other racial and ethnic groups impacts one’s practice
Knowledge and sensitivity of the impact of one’s cultural background on communication style differences.
Demonstrated willingness to contrast one’s own beliefs and attitudes with those of students from a different cultural background in a nonjudgmental fashion.
Demonstrated interest in and curiosity about the worldview of those who are different from you.
Ability to develop appropriate strategies and techniques for dealing with issues of oppression such as racism, sexism, heterosexism, anti-Semitism and others.
Ability to listen to students with an open mind
Ability to identify and describe cultural issues that may impact the environment such as differences in personal space, eye contact, communication styles, tonal meanings, use of voice.
Critical Cultural Competencies
Domination and subordination
Ability to describe and analyze the history and contemporary struggles of members of marginalized groups.
Ability to name and describe mechanisms through which social context, power, and systems of privilege and oppression influence and constitute the world, their own worldview, and their practice.
Ability to describe and contextualize racial, ethnic, gender, socio-economic, sexual orientation, religious, spiritual, ability, and linguistic differences as they relate to one’s practice.
Ability to describe the processes and evidence through which these cultural differences manifest as hierarchically organized social systems of privilege and oppression, rather than as merely neutral descriptions of difference.
Awareness of how racism and other forms of oppression may affect the self-esteem and self-concept of students.
Critical Cultural Competencies
Sociological Awareness:
Awareness of ways that racism leads to and is complicit in the creation and maintenance of poverty in the U.S.
Ability to name, describe and analyze processes through which oppression, and systems of domination and subordination affects one’s practice.
Ability to describe methods and processes through which social identities and statuses of subordination are implicated in the maintenance of poverty and powerlessness and how this may impact practice.
Ability to name and describe community characteristics and the resources in the community of racial, ethnic and other socially marginalized groups.
Ability to name and describe discriminatory practices at the social and community level that potentially affect the wellbeing of members of the client population.
Ability to name and describe discriminatory practices at the social and community level that potentially affect treatment seeking behaviors and responsiveness to interventions of members of client group.
Demonstrated ability and willingness to cultivate a liberatory consciousness and the development of a practice grounded in a liberatory consciousness.
Critical Cultural Competencies
Assessing Practice
Practice grounded in a commitment to social justice that seeks action, empowerment, and social transformation.
Evidence of a moral commitment to work against theories and practices that serve to marginalize or oppress by providing cultural alternatives and fostering equity in all aspects of practice.
Demonstrated commitment to engage in practice from an anti-racist/ anti-oppression identity.
Ability to name, describe and analyze some of the ways that social and cultural differences affects one’s practice.
Ability to name, describe and contextualize the significance of social and cultural dimensions of practice.
Knowledge and sensitivity of the impact of one’s cultural background on the assumptions embedded on one’s practice.
Critical Cultural Competencies
Understanding of how one’s cultural and racial heritage affects one’s definitions of normality-abnormality and one’s practice.
Ability to name, describe and analyze processes through which social, relational, institutional, and cultural contexts impact one’s practice.
Ability to be reflective about how one’s cultural identity influences one’s worldview, relationships, and ability to bring about desired outcomes.
Ability to describe and analyze how one’s own cultural background and experiences and attitudes, values, and biases influence how one conceptualizes one’s practice.
Skills in examining impact of one’s language and methods for inclusivity.
Critical Cultural Competencies
Skill in examining one’s practice from multiple perspectives.
Ability to describe the political consequences of one’s practice considering the explicit and implicit operation of power.
Ability and willingness to assess the effectiveness of one’s practice on the basis of practice outcomes, rather than on the basis of input.
Ability to support student empowerment for self advocacy.
Demonstrated evidence of ability to develop collaborative practices with students and student communities.
Demonstrated capacity and willingness to become involved with members of marginalized groups outside of the practice (community events, social and political functions, celebrations, friendships, neighborhood groups, and so forth) so that one’s perspective of members of marginalized groups is not shaped totally by the relationship of domination (expert educator) and subordination (student).
Critical Cultural Competencies
Demonstrate respect for student’s religious and/or spiritual beliefs and values, including attributions and taboos, recognizing their affect on worldview, psychosocial functioning, and expressions of distress.
Willingness to engage in continuous self awareness of the way a particular group views and defines competency itself.
Ability to name and describe ways that oppression, racism, discrimination, and stereotyping affect one’s practice.
Ability to describe ways that institutional barriers inhibits members of marginalized groups from seeking and using services.
Understand sociopolitical influences that impinge upon the life experiences of racial, ethnic, language, non-gender conforming and other marginalized groups.
Knowledge and understanding of ways that bias and stereotyping affect one’s practice.
Ability to identify and describe examples of bias in assessment procedures.
Critical Cultural Competencies
Ability to develop strategies that eliminate biases, prejudices, and discriminatory contents in conducting evaluations and providing interventions.
Demonstrated commitment to valuing differences.
Skill in noticing, naming and bridging differences between educator and students.
Possess specific knowledge and information about the particular group addressed in one’s practice.
Understanding of ways that race, culture, ethnicity, might affect engagement with institutional processes, help-seeking behavior, and the appropriateness or inappropriateness of various approaches.
Demonstrate respect for indigenous learning practices
Demonstrated valuing of multi/ bilingualism.
Critical Cultural Competencies
Capacity to use or facilitate the use of the “first language” of students in the learning relationship.
Capacity to use procedures and interpret findings in ways that are sensitive to the cultural and linguistic characteristics of students.
Knowledge of family structures, hierarchies, values, and beliefs of members of racial, ethnic and other socially marginalized groups
Ability to engage in a variety of culturally relevant verbal and nonverbal helping responses.
Ability to send and receive both verbal and non-verbal messages accurately and appropriately with cultural sensitivity.
Possess a range of methods and approaches to use in one practice.
Demonstrated capacity and willingness to assist students in structural analysis of problems.
Ability to identify and analyze situations in which individualized responses fail to account for the impact of socio-cultural and contextual factors on practice.
Critical Cultural Competencies
Ability to support students in determining whether an institutional approach to problem resolution is more appropriate than an individual approach.
The ability to examine problems presented by students with an open mind.
Understanding that there are multiple methods for addressing problems or achieving an intervention goal.
The ability and willingness to challenge one’s assumptions about a student or about members of a group.
Ability to describe ways that tolerance (being tolerated) impedes effectiveness.
Knowledge of the norms and values of the other groups.
Critical Cultural Competencies
Recognition of the cultural specificity of many educational methods and practices.
Ability to name and describe the cultural specificity of one’s practices, methods and measures.
Capacity to anticipate and interrupt the negative consequences of culture bound practices.
Understanding of the practices, methods and measures that can be generalized across cultural groups.
Capacity to abandon an “intellectual superiority perspective” in engagement with “others” and to ground one’s engagement in genuine interest in others’ experiences, lifestyles and cultural backgrounds.
Ability to “enter” the cultural space of others in respectful and affirming ways.
Critical Cultural Competencies
Demonstrated capacity to seek out educational, consultative, and training opportunities to increase and expand one’s cultural competencies.
Principles for a Liberatory Pedagogy
1. Does this strategy interrupt attitudes, understandings, expressed values and behaviors that reflect the ideology of white supremacy/other oppressive ideologies?
2. Does this strategy contradict attitudes, understandings, expressed values and behaviors that reflect the ideology of white supremacy/other oppressive ideologies?
3. Does this strategy contribute to the elimination of attitudes, understandings, expressed values and behaviors that reflect the ideology of white supremacy/other oppressive ideologies?
4. Does this strategy reflect or is it rooted in attitudes, understandings, expressed values and behaviors that reflect an ideology of liberation?
5. Does this strategy contribute to the development of attitudes, understandings, expressed values and behaviors that reflect an ideology of liberation?
Dr. Barbara J. Love [email protected]
38
Principles for a Liberatory Pedagogy
Does this strategy interrupt attitudes, understandings, expressed values and behaviors that reflect the ideology of white supremacy/other oppressive ideologies
Dr. Barbara J. Love [email protected]
39
Principles for a Liberatory Pedagogy
Does this strategy contradict attitudes, understandings, expressed values and behaviors that reflect the ideology of white supremacy/other oppressive ideologies?
Dr. Barbara J. Love [email protected]
40
Principles for a Liberatory Pedagogy
Does this strategy contribute to the elimination of attitudes, understandings, expressed values and behaviors that reflect the ideology of white supremacy/other oppressive ideologies?
Dr. Barbara J. Love [email protected]
41
Principles for a Liberatory Pedagogy
Does this strategy reflect or is it rooted in attitudes, understandings, expressed values and behaviors that reflect an ideology of liberation?
Dr. Barbara J. Love [email protected]
42
Principles for a Liberatory Pedagogy
Does this strategy contribute to the development of attitudes, understandings, expressed values and behaviors that reflect an ideology of liberation?
Dr. Barbara J. Love [email protected]
43
Implications for your work
How would you apply these tenets in your work?
Google Search
Results 151 - 160 of about 5,720,000 for negro intelligence
Some indicator of American fascination/preoccupation
with the study of “Negro intelligence”
Dr. Barbara J. Love [email protected]
45
A major industry
Testing of Negro Intelligence (Hardcover)
by Robert T. Osborne (Editor), Frank C. J. McGurk (Editor), Audrey M. Shuey (Editor), 1966
Google Search
Results 151 - 160 of about 5,720,000 for negro intelligence
Some indicator of American fascination/preoccupation
with the study of “Negro intelligence”
Dr. Barbara J. Love [email protected]
46
47
Multicultural Life Experience
ProfilePlease rate the level of multiculturalism of the organizations of your life, using a scale of 10 completely multicultural 1 completely mono-cultural
1 2 3 4 5 6 7 8 9 0
1 Home of origin
2 Community /neighborhood where you grew up
3 Elementary school
4 Faith based organization
5 Middle School – Jr. High School
6 High school
7 First work organization
8 Civic associations
9 College
10 Fraternity of sorority
11 Current work organization
12 Current home
13 Current community
14 Current Faith based organization
48
Learning Development Plan
Skill development
Knowledge development
HowWhat
In the space below, describe steps that you can take too increase your capacity to create more inclusive curricula (a curriculum characterized by social justice) and classroom practice.
