A call-to-arms for educators in tumultuous times
In times of social disruption and uncertainty, we must return to our core values and remember why we entered education in the first place: to make a difference in the lives of all children. Cultural Proficiency can provide us with essential tools for acting on the promise of American public schooling.
The Cultural Proficiency Manifesto places today’s political divisiveness in the context of greater historical change and provides a roadmap to interrupting the cycle of hostility towards marginalized groups. Readers will find:
• Esteemed author Randall Lindsey’s latest thinking on Cultural Proficiency
• A deliberately brief format that unpacks the Cultural Proficiency Framework and offers practical guidance
• Tools and guiding principles to help educators move their school community toward inclusivity
• Prompts for individual reflection and team dialogue
Now more than ever, our students need educators to uphold our commitment to social justice, equity, and inclusion for all.
‘Lindsey′s manifesto is a call to action for educators to ensure we are creating culturally responsive environments to support all learners. It teaches us how to authentically engage in the work of educating our wonderfully diverse population.’
—Julie A. Vitale, Superintendent
Romoland School District, CA
‘This manifesto is indeed timely and essential. Dr. Lindsey′s vast experience as an expert and leader in cultural proficiency reminds us that now is the time to acknowledge and address the vast number of diversity, equity, and social justice issues at hand.’
—Kenneth R. Magdaleno, Executive Director
Center for Leadership, Equity, and Research
Mục lục
Foreword
Acknowledgments
About the Author
Introduction
PART I: THE NOISE: A VICIOUS CYCLE
Chapter 1: Purpose of This Manifesto
My Perspective
My Concern
Reflection
The Cultural Proficiency Framework as a Road Map
Technical and Adaptive Change
Reflection
Expressions of Bigotry Can Be Motivational
Reflection
Design of This Book
Chapter 2: A Brief History of Inequity and Equity: A Tsunami Warning
Lesson Learned #1
Cycles of Disruption as Levers for Change: A Tsunami Warning
Inequities Are on Our Doorsteps for Us to Address
The Silver Lining of Equity in Our Founding Documents
Lesson Learned #2
Reflection
Reflection
More About Achievement Gaps
The Myth of Failing Public Schools
School Reform from 1980s to Present
Going Deeper
Dialogic Activity
Chapter 3: History and Hope for Changing Schools
Education Language and the Power of “Why?”
Lesson Learned #3
Transformative Change
The Achievement Gap Is Not New
Into the Second Century of Education Reform: The “Why?” Question
Amidst the Noise Is Clarity
Going Deeper
Dialogic Activity
PART II: LISTENING FOR CLARITY
Chapter 4: The Cultural Proficiency Framework
Culturally Proficient Leadership
Lesson Learned #4
The Tools of Cultural Proficiency
The Cultural Proficiency Conceptual Framework as a Guide
Barriers vs. Cultural Assets: The Tension for Change
Transforming the Culture of School
Going Deeper
Dialogic Activity
Chapter 5: Resistance to Change: The Anger–Guilt Continuum
Surfacing Privilege and Entitlement
Reflections on Entitlement: A Mystic Elementary School Conversation
Reflective Activity
Carrying Our Learning Forward
Going Deeper
Dialogic Activity
Chapter 6: Going Forward Takes Commitment and Effort: It Always Has
The Blaring of Trumpets
PHASE 1: The Guiding Principles of Cultural Proficiency
Nine Key Questions for Reflection and Dialogue
Use Internal Assets and Be Intentional
PHASE 2: The Essential Elements of Cultural Competence
Going Deeper
Dialogic Activity
Chapter 7: My Final Thoughts and, Then, Your Turn
Two-Phase Process—Guiding Principles and Essential Elements
Reflection
Closing Comments
References
Resources
Index
Giới thiệu về tác giả
Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on applying the Cultural Proficiency Framework in various contexts.Email – [email protected] Website – CCPEP.org Twitter – @RBLindsey41
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