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CULTURAL PROFICIENCY MODEL FOR INTERNATIONAL SCHOOLS Rodney Taylor October 2012 Alliance for International Education Doha, Qatar Who am I in the world? What is my socio-cultural background? What is my socio-cultural baggage? What is my privilege? Take a look in the mirror. Take a moment of personal inventory. Who are you in this room? What defines you as a person – nationality, regional ties, sports affiliation, race, religion, creed, class status, educational background. Do you feel comfortable? Why or why not? Allow someone else to tell you about yourself. • Where you are from? • What you eat regularly? • Religion? • Family? • Where do you shop? Your favorite music genre? • Where they expect you to be in 5 years? Thank them for sharing their opinion and now do the same thing for them, giving your own estimation of them. How do our students handle the assumptions that others make of them? Even their teachers. How do our students feel in the context of international education? Are we even aware of how they might feel? The Guiding Principles of Cultural Proficiency as defined by Lindsey, Robins and Terrell (2009) in Cultural Proficiency: A Manual for School Leaders (3rd Edition) states: Culture is a Predominant Force People Are Served in Varying Degrees by the Dominant Culture The Group Identity of Individuals Is as Important as Their Individual Identities Diversity Within Cultures Is Vast and Significant Each Group Has Unique Cultural Needs The International School must be very cautious in becoming almost too cavalier, self-confident and making assumptions about how international and culturally proficient it truly is. Return to Self-Check Mode for the school The Privileged Strangers in a strange land THE EQUITABLE SCHOOL CONTINUUM: PHYSICAL ENVIRONMENT as adapted from Rose, Kolb &Barra- Zumman (1991). The Equitable School Continuum. Physical environment is welcoming to all, displays a variety of peoples from all parts of humanity in both traditional and non-traditional roles and non- stereotyped ways, physical barriers for movement are removed Racial and ethnic groups portrayed are reflective of society beyond immediate community and attempts are made to counter negative stereotypes and images received from other places THE EQUITABLE INTERNATIONAL SCHOOL CONTINUUM: CURRICULUM as adapted from Rose, Kolb &Barra-Zumman (1991). The Equitable School Continuum. The curriculum is open to all students who may pursue a variety of options, including honors courses, without hindrances based on perceptions or stereotypes The school’s curriculum itself fully integrates multiple perspectives and also includes key opportunities for the expatriate student to better understand the heritage and contributions of his or her host country of residence across every subject of the curriculum THE EQUITABLE INTERNATIONAL SCHOOL CONTINUUM: ROLE MODELS as adapted from Rose, Kolb &Barra-Zumman (1991). The Equitable School Continuum. Students at an international school see a more accurate and realistic view of the world’s actual composition with a wide variety of role models of African, European, Hispanic and Asian descent working and contributing to the school community as permanent professional employees, administrators and frequent visitors. School policy and hiring practices promote and guarantee this diversity of role models from different racial and ethnic backgrounds CULTURAL PROFICIENCY CONTINUUM BY LINSEY, ET.AL Six points along the continuum that indicate unique ways of seeing and responding to difference. Where are you and your school located on the CP continuum? Cultural Proficiency Continuum Cultural Cultural Incapacity -- Destructiveness -- see see the difference, the difference, stomp it make it wrong out Any policy, practice or Seeking to eliminate all behavior that aspects of the culture presumes that one in all aspects of school culture is superior to in relationship to the others community they serve Cultural Proficiency Continuum Cultural Blindness -- see Cultural Precompetence the difference, act like -- see the difference, you don’t respond inadequately Any policy, practice or People recognize that behavior that ignores their skills and practices existing cultural are limited when differences or that interacting with other considers such cultural groups. They are differences aware and may have inconsequential made some changes but are aware that others are needed Cultural Proficiency Continuum Cultural Competence – see Cultural Proficiency – see the difference and the difference and respond understand the difference positively and with highly that the difference makes supportive affirmation of any policy, practice or the difference behavior that uses the valuing diversity, assessing essential elements of your culture, managing cultural proficiency as the dynamics of difference, standard for the individual adapting to diversity, or the organization institutionalizing cultural knowledge in a consistent and ongoing manner CHALLENGE TO INTERNATIONAL EDUCATION LEADERS Stand up and take an Are there cultural Equity Walk of your standards or unspoken School and review your codes of superiority curriculum and staffing within the school culture (where are the windows that alienates or impacts and mirrors physically people of other and in the curriculum for backgrounds? What are students and staff?) the school policies and hiring practices that impact or inhibit cultural proficiency at the international school? Form a Professional Learning Community around Cultural Proficiency at your school, set some clear objectives to have more courageous conversations and set times to study relevant literature, establish objectives in each department and facilitate school-wide discussion and action in this ongoing effort towards cultural proficiency TOGETHER AS INTERNATIONAL EDUCATORS WE CAN BE THE CHANGE WE WANT TO SEE IN THE WORLD Citations Lindsey, Robins, Terrell (2003). Cultural Proficiency Instruction. Rose, Kolb &Barra-Zumman (1991). The Equitable School Continuum.
"CULTURAL PROFICIENCY MODEL FOR INTERNATIONAL "