Cultural Proficiency Continuum In White Teacher, By Vivian Gussin Paley

This world is filled with many troubles including racism. Society often depicts whites as superior to blacks. However, this is not precise, because every race has both good and bad within it. The world is trying to break away from racism to become a better place for everyone around the world. Racism is not only about the color of one’s skin, it can impact individuals around the world due to their race or religion. The title of this novel is “Black and White” by Paul Volponi. In this coming of age story, two friends, Marcus Brown and Eddie Russo, who are black and white (respectively), are senior basketball stars at their high school. Marcus lives in community housing which is fraught with crime with a single mother. On the other hand, Eddie lives in a private house nearby where Marcus lives. Both Marcus and Eddie are in financial hardships and need to find easy money to cover their school and basketball fees. The two agree to start pulling robberies when they unintentionally shoot a black man. They are left in anxiety trying to avoid getting caught while trying to lead a normal life after the incident. They both end up going through the justice system, and Marcus must serve jail time while Eddie gets to go free. While all of this transpires, Marcus and Eddie manage to keep their friendship strong and overcome any barriers together. Any true friendship can overcome racial stereotypes put in place by society including the racial barrier between Blacks and Whites. The novel

Another challenge educator’s encounter is the cultural gap that is between students and teachers. It is important for educators to understand that some culturally diverse children may need things explained to them in a different way for them to gain an understanding.

Mrs. Evans learned about the cultural background of her students. How do you think this knowledge impacted her teaching?

“Well, it’s a bit of a foreign idea to me, really. The town I’m from, my school was 99% white. Literally, we had two black girls and a half-Peruvian guy in my class of 140. So the emphasis on diversity is interesting to me, more than anything. Because I can’t relate to it. I’ve never seen it in action, as it were.

For this assignment, I have chosen to reflect on both my school site and the district.

Circumstances within this case reflect levels of complexity in many aspects. It was a challenging situation for all parties involved. I’m sure a decision of this magnitude is very difficult, but I question the thoroughness in the execution of the action plan. Often times we miss the meaning of being culturally proficient. The Lindsey book, Cultural Proficiency: A Manual for School Leaders considers ways to foster policies and practices that provide the opportunity for effective interactions with the school members, staff and students alike and the surrounding community members (Lindsey, 2009, p.4). The book presents its historical context to tell of the effectiveness of addressing issues that emerge from cross-cultural contact. Some of the efforts derived from the desire to promote healthy interactions. Among those efforts have been desegregation, integration, race relations, cultural competence, and multicultural transformation (Lindsey, 2009, p.7). Cultural proficiency comes with an understanding of respecting the differences among all things living and all circumstances and departments in life. To begin the smooth transition of the school consolidation between SMS and RNS, communication and a culture should have been built starting with the associated area superintendent and Principal Jones.

What is culturally responsive teaching? Culturally responsive teaching as defined by Gay (2000) and quoted by Griner and Stewart says: “Culturally responsive teaching can be defined as using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them” (Griner and Stewart, 589). CRT has certain elements that give opportunities for students to be valuable assets to and in their education, such as: placing a value on the cultural groups and ethnicities students bring into the classroom and giving those cultures

Culturally Responsive Teaching is an emerging field that focuses on student cultural backgrounds and experiences in the development of pedagogy. According to Kea (2013) cultural difference is the single largest difference in U.S. schools and also the most neglected. The goal of Culturally Responsive Teaching is to provide an equal opportunity for all students to learn in school, regardless of their gender, social class, ethnic, racial or cultural characteristics (Banks 2005). Ladson-Billings (1994) suggest that the historic failings of educators in educating non-white students is that educators attempt to insert culture into education rather than insert education into the culture. In other words, educators are not providing an equal multi-culturally relevant education by bringing tokens of culture such as food, national flags, or maps from around the world into the classroom alone. Although these actions promote a sense of multiculturalism, an education that is relative to a diversity of cultures is not necessarily being provided. Culturally Responsive Teaching attempts to bring the various experiences of the student’s cultural home life into the classroom. Schmidt (2005) identifies seven characteristics that must be incorporated into curriculum in order to provide culturally responsive instruction. These characteristics are high expectations,

Cultural competence is about having awareness, respect and understanding about the diversity around you. Cultural competence is one of the eight key practices that the early years learning framework features as vital to support a child’s learning. Cultural competence is about learning and building an understanding about different cultures while being respectful and open about different cultures and the people within them. Its more then just awareness of cultural differences, its about the ability to understand people across different cultures and developing constructive attitudes concerning cultural difference.

White privilege is the societal privileges that specifically benefit white people. White privilege is why white people can get pulled over by the police and escape a ticket with just a smile and apology. White privilege is also why whites are in charge of a company and they see a black person, they bypass the application. Whites carry a certain privilege not available to people of color. Marilyn Frye describes how whiteness is a form social and political power.

Erik Larson’s literary nonfiction novel “The Devil in the White City” surrounds the events of the 1893 Columbian Exposition World’s Fair in Chicago. Larson does a magnificent job intertwining the lives of two men who were changed by the events of the fair. Daniel H. Burnham, the brilliant architect behind the legendary 1893 World 's Fair and Dr. H. H. Holmes, the cunning serial killer who used the fair to lure his victims to their death. The purpose of this review is not only to summarize Larson’s fascinating and satisfying work which vividly portrays one of the last grand gasps of the nineteenth century, but to also evaluate his work as a writer while providing a critical analysis of his book.

Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994). This approach to teaching encompasses how knowledge is both communicated and perceived by the students. The teacher must have a good relationship with the parents, have high expectations, learn about their students culture, have culturally mediated student-centered instruction, willing to reshape the curriculum, and be a facilitator in order to accomplish this method of teaching. These are key points a teacher must be willing to do if they intend to be an effective teacher especially in a highly culturally diverse area like central

After reading Geneva Gay’s article Preparing for Culturally Responsive Teaching I realized my pedagogy is culturally responsive in many ways. For one, I always

Gaining learning and experience about other cultures background will enrich my multicultural knowledge. Therefore, as an educator I must learn about others culture. As I begin to learn about others cultures I will understand how values influence the ways families interpret the instruction that feels right to them. A close study on Figure 3.1 implies that a teacher’s point view or the way the students are treaty can affect their learning. It keeps narrating the story of a teacher that had to learn her students’ roots, their culture values, to get to know them in order to reach them in an academically level. The cultural values are very important and cannot be overlooked, they shape our intrinsic motivation. Many families try to keep their values and belief intact at home, so their children when they step in a classroom. Monica Brown, is the Department editor of Diversity Dispatch, argues in her article, Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools, that nowadays it is noticeable the diversity growths in schools, however, this is not the problem. The problem is the way teachers have responded to the diversity growth. (Brown, M. 2007). Therefore, this will affect the students learning. Brown cross with a strong point in regarding the lack of sensitivity some educators show towards their students’ culture. As educator I don’t want to be one of many teachers Monica Brown speaks on her article. I will understand that I must respect my

A culturally responsive environment in the classroom is essential in building the bridge between home culture and a school culture. Also it is vital to ensure that all students are able to succeed by incorporating and understanding students cultural beliefs and practices. As becoming a culturally responsive teacher means being able to appreciate, understand, and work with children and families from different cultures. ( Coleman, p.177). Developing a positive mind set and the reality check #2: Teachers need not give up on their own family values in order to resect the family values of others.( Coleman, p28). It is important to be open minded to other people different family structures and beliefs.