‘Developing Critical Cultural Competence provides educators with the inspiration, knowledge, and tools to move from theory to action in seeking to eliminate the achievement gap.’
—Bess Scott, Director of Elementary Education
Lincoln Public Schools, NE
‘As I read this book, it became clear that my long-held belief about the meaning of cultural competence needed a makeover. I am now convinced that my personal definition of diversity should embrace a much deeper appreciation of differences and transformative action.’
—Denise Carlson, Curriculum Consultant
Heartland Area Education Agency, Johnston, IA
Cultural competence is key to improved student achievement
The increasingly diverse nature of today′s schools and the need to increase the achievement of all students, no matter their background, requires 21st-century teachers to develop critical cultural competence. Looking at data is not enough. We have to know who our students are! This book shows you how to provide professional development that deepens teachers′ cultural understanding. Developing Critical Cultural Competence helps educators translate new knowledge into action with activities that focus on the three inseparable insights required for developing teachers′ critical cultural competency:
- Understanding themselves
- Understanding their students
- Understanding their students′ families and communities
In addition to the activities are reflection questions, group discussion questions, online extensions for facilitators, and a sample professional development plan. A companion website provides reproducible resource lists and handouts as well as examples that can serve as models for some of the activities.
قائمة المحتويات
List of Resources
Foreword by Christine Sleeter
Preface
Why do we need this book?
What is critical cultural competence?
Who is this book for?
How is this book different from other books about diversity and multicultural education?
Organization and Special Features of This Book
Conclusion
Acknowledgments
About the Authors
Introduction: What Do We Need to Do to Prepare Teachers for Today′s Diverse Classrooms?
Why do we need educators with critical cultural competence in today′s schools?
How can we move professional development about diversity beyond knowledge?
Who are we in this thing called diversity?
How do we leverage assets of students, families and communities?
Bringing It All Together
Summary of Key Points
Reflection and Extension
1. Common Practices: How Are We Currently Preparing Educators for Diverse Classrooms?
Introduction
Common Goals for Multicultural Education
Foundational Understandings About Diversity
Milner′s Five Conceptual Repertoires of Diversity
Empathy Versus Sympathy
Strength-Based Approach
Materials and Resources
Textbooks
Historic and Contemporary Videos
Online Learning Resources
Guest Speakers
Other Commonly Used Activities and Approaches
Discussions and Reflection
Case Studies and Case Discussions
Book Clubs
Activity 1.1 Book Club Jigsaw Activity
The Game of Monopoly
Empathy Activities
Summary of Key Points
Reflection and Extension
Online Extensions
2. Who I Am: How Can We Understand Ourselves as Cultural Beings?
Introduction
Exploring Personal Characteristics and Beliefs
Activity 2.1 Autobiographies
Activity 2.2 Educational Philosophy
Activity 2.3 All About Me Activities
Activity 2.4 All in a Picture and Snapshot of Me Activities
Revealing Beliefs and Identities to Others
Activity 2.5 Intercultural Autograph Hunt
Activity 2.6 Bio-Poems
Activity 2.7 the Privilege Walk
Summary of Key Points
Reflection and Extension
Additional Resources
Online Extensions
Focus for Professional Learning Communities (PLCs)
3. Moving From Beliefs and Visions to Action: How Can We Link Our Personal and Professional Identities?
Introduction
Activity 3.1 Visioning
Activity 3.2 Personal Practical Theories (PPTs)
Activity 3.3 Action Research
Summary of Key Points
Reflection and Extension
Additional Resources
Online Extensions
Focus for Professional Learning Communities (PLCs)
4. How Do We Prepare Educators to Understand and Appreciate Student Diversity?
Introduction
From Understanding Diversity to Appreciating Diversity
Activity 4.1 Diversity Fact Sheets
Activity 4.2 Website Reviews
Activity 4.3 Interactive Survey
Activity 4.4 Description, Interpretation, and Evaluation
Summary of Key Points
Reflection and Extension
Online Extensions
Focus for Professional Learning Communities (PLCs)
5. From Critical Awareness to Transformative Action: How Do We Prepare Educators to Become Cultural Brokers for Student Success?
Introduction
From Critical Awareness to Transformative Action
Cross-Cultural Competence and Critical Self-Reflection
Activity 5.1 Active Listening
Activity 5.2 Classroom Observation Analysis
Activity 5.3 ABCs Project
Summary of Key Points
Reflection and Extension
Online Extensions
Focus for Professional Learning Communities (PLCs)
6. Learning About the Community: How Can We Learn More About Parents and Families?
Introduction
Standards-Based Reform
Benefits of Invoving Parents and Families in Schools
Traditional Ways of Involving Parents in Schools
Nontraditional Approaches to Parents and Involvement
Barriers and Facilitators to Involvement
Extending Traditional Approaches to Parent and Family Involvement
Activity 6.1 Touring the Neighborhood–The Do′s and Don′ts
Activity 6.2 Home Visits at the Beginning of the School Year
Activity 6.3 Preparing for the First Parent Conference
Summary of Key Points
Reflection and Extension
Online Extensions
Focus for Professional Learning Communities (PLCs)
7. Community-Based Learning: How Can We Learn From Parents, Families, and Communities?
Introduction
How diverse are families and our communities?
Partnering with Parents, Families, and Communities
What is community-based learning?
Community-Based Learning Activities
Activity 7.1 Home-Community Camera Adventure
Activity 7.2 Walking a Mile in Another′s Shoes
Transformative Effects of Community Adventures
Summary of Key Points
Reflection and Extension
Online Extensions
Focus for Professional Learning Communities (PLCs)
8. Bringing It All Together: How Do We Maximize Teaching and Learning Opportunities?
Introduction
Connecting Culturally Responsive Pedagogy and Critical Cultural Competence
Taking Risks to Develop Critical Cultural Competence
Inspiring Critical Reflection and Awareness
Transforming Professional Practice
Using Rogers′s Adoption of Innovation Theory
Using the Concerns-Based Adoption Model (CBAM)
Planning for Professional Development
Before We Start
Pre- and Postassessment
Follow-Up
Summary of Key Points
Final Words
Additional Resources
Reflection and Extension
Online Extensions
References
Index
عن المؤلف
Barbara Levin has been a Professor in the Department of Teacher Education and Higher Education at the University of North Carolina at Greensboro (UNCG) since 1993. She was an elementary school teacher for 17 years before earning her Ph.D. at the University of California-Berkeley. Dr. Levin served as the Director of the Teachers Academy at UNCG, assistant department chair, and director of graduate studies. She was awarded the first Mentoring-Advising-Supervising (MAS) Award in the School of Education at UNCG. Dr. Levin also served as an Associate Editor for Teacher Education Quarterly for 8 years, and was co-PI on a 5-year, $1.4 million National Professional Development grant from the Dept. of Education called TESOL for ALL. Her research interests include: understanding how teachers’ pedagogical beliefs develop across their careers; case-based teaching; problem-based learning (PBL); universal design for learning (UDL); and leading, teaching, and learning with technology. Dr. Levin has published eight books and over 40 articles in well-respected research journals.
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