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CULTURAL PROFICIENCY MODEL FOR INTERNATIONAL

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CULTURAL PROFICIENCY MODEL FOR INTERNATIONAL Powered By Docstoc
					     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.

				
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posted:5/24/2013
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