This document discusses culturally responsive training and provides tools for its implementation. It begins by defining culturally responsive teaching as creating an environment where diverse groups feel comfortable, welcome and valued. It then presents five tools for culturally responsive training: 1) Wlodkowski's motivational framework, 2) participation guidelines, 3) communication strategies, 4) cooperative learning, and 5) observation guides. The document advocates applying these tools to respect different cultures while building a common learning culture.
2. Map
Explore meaning of culturally
responsive teaching (CRT)
Present a couple of the main tools used
in CRT
Suggest some benefits of CRT for
intercultural trainers
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7. Toolbox 1: Motivational framework
Wlodkowski framework
This framework includes four motivational
conditions that the instructor and the learners
collaboratively create or enhance:
Establishing inclusion
Developing (positive) attitude
Enhancing meaning
Engendering competence
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“The Motivational Framework for
Culturally Responsive Teaching
respects different
individual cultures and works at
the same time to create a
common culture in the learning
situation that all adults can
accept.”
8. The toolbox 2: Participation guidelines
Listen carefully, especially to perspectives different from yours.
Keep personal information shared in the group confidential.
Speak from your own experience, saying, for example, “I think” or “In my
experience I have found,” rather than generalizing your experience to others by
saying, for example, “People say,” or “We believe.”
Do no blaming or scapegoating.
Avoid generalizing about groups of people.
Share airtime.
Focus on your own learning.
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9. Toolbox 3: Communication strategies
Starting point is the formalised ritual of a traditional classroom
Passive receptive vs participatory interactive (Latino, African American and native
Hawaiian) = rude, inconsiderate, speaking out of turn & disruptive
Call-response (talking back, breaking in & talking over)
Co-narration where the group performance in telling a story matters
Deductive (didactic) vs inductive
Topic-centred (linear logic) vs topic-chained (anecdotal links)
Metaphor
Story (as prompt and response)
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10. Toolbox 4: Cooperative learning
What is it?
Working in small (4-6) groups on a
joint task
Roles not task assignment (resource
finder, time-keeper, consensus builder,
reporter etc)
Rotating roles
Joint task = essential question
Presentation to other groups
Trainer as facilitator (don’t solve
problems but identify & suggest tools
to solve problems)
Tried and tested
Works well with adults
Works well with diverse groups
Works well with diverse cultures
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11. Toolbox 5: Observation guide
What do you see?
Eg
Participation guidelines in use
Working together
Spirit of inquiry
Intellectually safe environment
What do you hear?
Music
Authentic discussion
Everybody contributes
Authentic feedback
Cultural modelling eg use of
metaphors
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“Culturally responsive teaching emphasizes
cultural ways of learning and cognition rather
than focusing on cosmetic “race related” displays.
Affirmation of students’ cultural roots comes
through
• incorporating deep cultural values and cultural
ways of learning
• using the memory systems of the brain
• organizing around social interaction
(collectivism), and
• combining oratory skills with academic talk
rather than through superficial pictures of
“heroes” or images of Africa or Mexico or
irrelevant mentioning in the curriculum.”
Hammond, 2015
12. What now?
Apply the Wlodkowski framework (inclusion, positive, meaning, competence)
Avoiding stereotype threat and micro aggressions
Use of Cooperative Learning approach
Accommodation of different communication styles
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13. Sources
Gay, G Culturally Responsive Teaching: Theory, research and practice, 2010,
Teachers College Press
Hammond, Z. Culturally Responsive Teaching & the Brain: Promoting authentic
engagement and rigor among culturally and linguistically diverse students 2015
Corwin Press
Wlodkowski, R. J. The Motivational Framework for Culturally Responsive Teaching is
presented as a guide to foster participation, learning, and transfer throughout a
professional development program for all participants. Source: New Directions for
Adult and Continuing Education, no. 98, Summer 2003, Wiley.
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14. Links
Absolutely Intercultural www.absolutely-intercultural.com
Teaching Culture newsletter
Anne Fox www.annefox.eu
I am on Linked In, Twitter and Facebook (search on foxdenuk)
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Editor's Notes
Exploring the potential of culturally responsive teaching to intercultural training
What I do: podcast, Teaching Culture course (ERASMUS+ ) online courses
So next, what is meant by culturally responsive teaching? It is not about including Black History Month and other symbolic references to culture in the curriculum
What CRT means. Comes from the US and is mainly about K12 education. Mainly about race. Eg lots of discussion about the place and value of ebonics.
What CRT means. Comes from the US and is mainly about K12 education. Focus on the teacher, not the participants
Focus on the teacher, not the participants. About self-awareness first which IC trainers should already have. What can the instructor do to give participants tasks which are authentic to their context? May be a particular challenge in diverse teams/groups
Wondering if there is potential for crossover, for learning from the CRT literature and practice in the US?
http://raymondwlodkowski.com/Materials/Fostering%20Motivation%20in%20Professional%20Development%20Programs.pdf
Note this is addressed to *adults* so there is crossover in the field already
eg embarrassment at self-disclosure varies across cultures (a staple of intercultural training)
Establishing inclusion: Creating a learning atmosphere in which learners and instructors feel respected by and connected to one another
• Developing attitude: Creating a favorable disposition toward the learning experience through personal relevance and choice (For example, two participants may both believe their company has to do something to diminish sexual harassment, the program’s focus. However, what constitutes sexual harassment may be quite different for each participant. A relevant workshop will have to address both points of view respectfully. )
• Enhancing meaning: Creating challenging, thoughtful learning experiences that include learners’ perspectives and values
• Engendering competence: Creating an understanding that learners are effective in learning something they value
These conditions are essential for developing intrinsic motivation among all participants in a professional development program.
Do you have participation guidelines? Share airtime might be the most difficult across cultures
Griffin 1997 Griffin, P. “Facilitating Social Justice Education Courses.” In M. Adams, L. A. Bell, and P.
Griffin (eds.), Teaching for Diversity and Social Justice: A Sourcebook. New York: Routledge,
1997.
Geneva Gay Topic chained narratives can be difficult for instructors to understand and follow. Call-response style may contradict the share airtime participation guideline
Works in Denmark with migrant language learners
Areas of potential overlap and application for intercultural trainers