2. Preface
Cultural Competence has been studied and analyzed from a
postmodern perspective. Postmodernism is a lens that allows for the
development of knowledge and understanding from an
autobiographical perspective. Critical theory challenges established
Eurocentric constructs of knowledge and engages in its deconstruction.
According to Slattery, postmodernist thought provides approaches to
learning that lead to what William Pinar termed “synthetical
moments”. “In the synthesizing moment there is a reconstruction of
the self and an experience of solidarity of the intellect, the body, the
spirit, and the cosmos, as well as an intrinsic coherence of time, place,
and meaning.” (Slattery, p.208)
Slattery, P., (1995). Curriculum development in the Postmodern Era
6. Traditional Perspectives on Difference
• Culturally deprived
• Cognitive deficit
• Developmentally delayed
• Linguistic deficit
• At-Risk
7. Traditionalist Curriculum Theorist
Franklin Bobbitt – Scientific curriculum movement, objectives
generated from identified work in society/ Deficit model
Maria Montessori (1911-1931) – teacher as the table rasa the
empiricist, constructivist, child centered, value of the environment
John Dewey - constructivist, student directed, inquiry learning
Ralph Tyler (1902-1995) Tylerian rationale, curriculum development,
objective driven assessments
Jane Addams – education of immigrant children, maintain cultural
heritage
8. Opponents of Multiculturalism
• Causes division in the nation
• Need for American culture
• Literary portrayal American culture snynomous to Western culture.
E.D. Hirsch – Cultural Literacy: What Every American Needs to Know
Allan Bloom - The Closing of the American Mind
9. Pivotal Point in History of Education
Oliver Brown et al. vs The Board
of Education of Topeka, Kansas,
1954
10. Historical Evolution of Cultural Competence
Multicultural
Education and Anti-
racist Education
(1970s - 1990
Cultural
Competence
(1990s – Present)
Nichols, Edwin. (2013). Cultural competence in American Schools: Leadership, Engagement and Understanding.
Diversity and
the Civil Rights
Movement
(1960)
11.
12. Cultural Mismatch
Teachers
• Eurocentric Curriculum
• Predominately White Euro-centric
teacher Work Force
• Teacher Attitudes, Beliefs based
social conceptions of diverse
learners.
• Failure to recognize and develop
cultural identity.
• Low Teacher Expectations
• Academic Achievement Gap
Diverse Students
Curriculum is not culturally relevant
Social organization and teaching not culturally
responsive
Reduced listening comprehension and
attentiveness as a result of linguistic differences.
Lack schema to process new knowledge and
skills
Lost of cultural identity
motivation and engagement
Disengagement, loss of motivation
Retention, Special Education, Drop out
13. Postmodern Curriculum Theories
Critical Theory
Critical Race
Critical Literacy – subjectivity of text, knowledge as a social construct
Social Justice
Deconstructionist
Feminism
Chaos theory
Multiculturalism
Post structuralism
15. Cultural competence is having the disposition,
knowledge, skills and pedagogy necessary to effectively
teach culturally and linguistically diverse leaners. Trends
in Teacher preparation for Diversity and Equity fit
criteria of cultural competence.
Cochran-Smith, M. (2015), Irvine, J. (2003), Ladson-Billings, G. (2009, 2nd ed.; 2001),
National Council for Accreditation of Teacher Education, (2008)
16. “Teachers who are prepared to help
students become culturally
competent are themselves culturally
competent.”
Ladson-Billings, Gloria, (2001). Crossing over to Canaan: The journey of new
teachers in diverse classrooms, p.97
22. • “Just as African Americans have
been denied their civil rights in
society generally, so they have
been denied access to their
history and culture in school.
Not only African Americans
have been denied, however.
Institutional racism deforms
white students as well.”
(Castenell, Jr. & Pinar, p.6)
Louis Castenell, Jr.
Educational
Psychologist
William Pinar
Curriculum Theorist
23. Louis A. Castenell, Fr. and William F. Pinar, eds. (1993): Understanding Curriculum as Racial
Text: Representations of Identity and Difference in Education
This book features a collection of essays that present arguments that
the canon and other curriculum text is Eurocentric, and
underrepresents or misrepresents African Americans and woman.
Current curriculum was viewed as a tool of the established power
structure. Section author Beverly Gordon, called for a curriculum of
“counter-indoctrination” to help African American students overcome
adverse psychological and sociological effects of racialized text.
24. Literature to motivate and engage
Tatum, Alfred (2005). Teaching reading to Black Adolescent Males:
Closing the achievement gap.
Nesting Ground Framework: Culturally responsive/Culturally relevant
• Gender Awareness/male oriented text
• High interest to boys and honor their identity
• “legitimize the male experience” p. 11
• “nurture the resiliency of black males”
• Topics that motivate them to write, p. 19
• Professional Development/teacher competence
25. Critical Literacy
Culturally competent teachers facilitates comprehension of text:
• “problem solving” rather “banking pedagogy” (Freire, 1970, 1993, 2011)
• Helps students critically examine text, questioning the author, identifying who is
included in the text and who is excluded
• Helps students’ make connections to themselves, nation and world.
“Yet we simply cannot fully understand the power of the text, what it does
ideologically and politically (or educationally, for that matter), unless we take very
seriously the way students actually read texts, not only as individuals but also as
members of social groups with their own particular cultures and histories.” (Apple,
1993, p. 212)
27. James A. Banks
Father of
Multiculturalism
Five Domains of
Multiculturalism/
1. Content Integration
2. Knowledge Construction
3. Prejudice Reduction
4. Equity Pedagogy
5. Empowering School
Culture
Banks, J. & Banks, C., (2004), Handbook of research on
Multicultural Education
28. Multicultural Teaching Scale
Knowledge
Dimension I: content Integration
• Demonstrate a basic knowledge of the contributions made by minority
groups in our society
• Develop materials appropriate for the multicultural classroom
• Help students see cultural groups as real people
• Show how mainstream Americans have adopted food, clothing, language,
etc. from other cultures.
• Present cultural groups in our society in a manner that will build mutual
respect
• Present diversity of cultures as a strong positive feature of American
heritage
• Identify the similarities between Anglo-American and other cultures
• Know the history of minority groups in the United States
Praxis
Dimension II: Knowledge Construction
Process
• Identify cultural biases in commercial materials used in instruction
• Identify the social forces that influence opportunities for minority group
members
• Identify how language affects performance on certain test items
• Know different patterns of child rearing practices among cultures
• Analyze instructional materials for potential stereotypical attitudes
• Know ways in which various cultures contribute to our pluralistic society
29. Teacher Education
National Council for Accreditation of Teacher Education/Unacceptable
and Acceptable teacher preparation programs
http://ncate.org/Standards/UnitStandards/UnitStandardsinEffect2008/
tabid/476/Default.aspx#stnd4
International Literacy Association/Position Statement on Teacher
Preparation Programs/Standards for Teacher Preparation
Programs/Creating a Literate Environment
http://www.reading.org/Libraries/position-statements-and-
resolutions/ps1060_TeacherPreparation_web.pdf
30. Teacher Organization
American Education Research Association/Special Interest Group
(SIG)/Critical Critical Examination of Race, Ethnicity, Class and Gender in
Education SIG 27
http://www.aera.net/EventsMeetings/AnnualMeeting/2015AnnualMe
etingKeySessions/tabid/15823/Default.aspx
31. Albert Bandura
Social Cognitive Theory
Role of Culture in Cognitive
Development
• Self-Agency
• Self-Efficacy
• Vicarious Learning
• Learned Helplessness
32. McCarthy, C. Multicultural Approaches to Racial
Inequality in the United States
Chapter 12, (Castenell & Pinar)
Cultural understanding
• Focus on changing attitudes to improve race relations.
• activities that enable them to identification characteristics of different cultural groups
Cultural competence
• focuses on maintaining cultural pluralism, oppose melting pot, assimilationist
• Build racial identity
• Respect for minority cultures
• building bridges between home
• “link the issue of minority underachievement in the classroom to prejudice teachers and the suppression of minority culture in
the school curriculum.” (p. 238)
cultural emancipation
Focus on multicultural curriculum to motivate and improve the academic performance
improvement in economic status.
Professional development and pre-service programs to train teachers
33. Cultural competence in Alberta schools:
Perceptive of ESL Families in Four Major School
Boards
Survey Research Design Theoretical Framework: cultural
competence and Multiculturalism
Site: Alberta, Canada Participants: Parents and Student
• School/Community Interactions
• Competence staff
• Method of teaching
• Selection of text books/literature
• Images/Environment
• Planning Extra-curricula
34. National Association for the Education of the
Young Children (NAEYC)
Position Statement (1995)
• The acquisition of language is essential to children’s cognitive and social development. Regardless of
what language children speak, they still develop and learn.
• Historically, our nation has tended to regard differences, especially language differences, as cultural
handicaps rather than cultural resources (Meier & Cazden 1982).
• Recognize that all children are cognitively, linguistically, and emotionally connected to the language
and culture of their home.
• The issue of home language and its importance to young children is also relevant for children who
speak English but come from different cultural backgrounds, for example, speakers of English who have
dialects, such as people from Appalachia or other regions having distinct patterns of speech, speakers of Black
English, or second- and third- generation speakers of English who maintain the dominant accent of their
heritage language (NAEYC,1995, pp. 1-3)
• Early childhood educators need to understand and appreciate their own cultural and linguistic
backgrounds. Adults’ cultural back- ground affects how they interact with and/or teach young children. The
educator’s background influences how children are taught, reinforced, and disciplined
• Provide early childhood educators with professional preparation and development in the areas of
culture, language, and diversity.
35. Curriculum Models
• John Dewey/Inquiry
• Alfred Tatum/Nestling Model
• Kathryn Au/Culturally Responsive, Seven Steps
• Gloria Ladson-Billings/Teach for Diversity
• Cultural congruence, Native Amari scholar
37. Asa G. Hilliard III, educator, psychologist, historian
Portland Baseline Essays, 1985
• developed for the Portland Oregon's desegregation
• Provided information on the history, culture and contributions of geocultural groups in the area.
• Content for professional development of teachers and administrative staff.
• Consult on the
Cultural pluralism
Curriculum writer
Classical African History
Advocate for Ebonics in support of the Oakland School Board Resolution, 1996
http://www.pps.k12.or.us/departments/curriculum/5024.htm
38. Gloria Ladson-Billings
Critical Race theory
Culturally Relevant Pedagogy
• High Achievement achievement
• African American students
demonstrate cultural knowledge
• Critical thinking, critiquing the
text and social structure.
Teach For Diversity Teacher
Education Program
39. Ladson-Billings’ Perceptive
• The teacher understands culture and its role in education.
• The teacher takes responsibility for learning about students’ culture
and community.
• The teacher uses student culture as a basis for learning.
• Thee teacher promotes a flexible use of students’ local and global
culture.
Ladson-Billings, (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms
40. Kathryn Au
Culturally Responsive
teaching
• Researcher, Curriculum Developer for KEEP/
1971-195.
• Professor and endowed chair at University
of Hawaii
• Founder of INPEACE, a Native Hawaiian
initiative that focused on Early Pre-school
education, Workforce Development and
Cultural Land Stewardship
• Co-Founder and CEO of School Rise.LLC
• Educational Consultation
• Standards Based Change
• Staircase Model
• Seven Levels of Development
• Teachers collaborate in the creation of the
curriculum
41. • MULTICULTURAL / MULTIETHNIC EDUCATION
• In an effort to provide all students with a quality education that enables them to achieve to their potential, and fosters an appreciation of and respect for the values of a pluralistic
society, the Superintendent of Schools shall develop and maintain a culture of schooling characterized by multicultural, multiethnic, and multilingual features that shall include:
• 1. The incorporation of cultural pluralism as part of the underlying foundation or basic framework for the District, including subject-matter content, teaching and
learning strategies, goals and objectives, classroom climates, and assessment of the performances of students and teachers.
• 2. The equal-status treatment of the life experiences, cultures, and perspectives of culturally diverse groups.
• 3. The integration of principles of cultural pluralism into all decisions about curriculum and instruction.
• 4. The development of alternative structures that reflect cultural, racial, social, gender, and ethnic pluralism.
• 5. A program of learning opportunities that gives balanced attention to practices to celebrate cultural pluralism.
• 6. District governance representation in state level textbook or other curriculum forums.
• CURRICULUM / INSTRUCTIONAL MATERIALS
• The District's curriculum shall provide a knowledge base that reflects the achievement of all cultural and ethnic groups, and provide a more accurate base of information through
the inclusion of diverse historical figures and perspectives. Materials developed shall address each instructional area—reading, language arts, mathematics, social studies,
science/health, physical education, fine arts—in terms of program philosophy, goals, student activities, modes of learning, grouping for instruction, and assessment practices.
• Criteria for selection of instructional materials other than textbooks are set for the District in each discipline. They are provided to each campus annually.
Dallas ISD
057905
SPECIAL PROGRAMS EHBK
OTHER INSTRUCTIONAL INITIATIVES (LOCAL)
42. Lesson Exemplars
Culturally Responsive and Culturally Relevant
Motivating and engaging text
Integrate relevant cultural norms
Gradual Release
Workshops
Varied Assessments
43. Jacqueline Levine
“Unless we understand the complexity of the task and articulate a
convincing mission in carefully crafted language, words such as care
and competence easily will be reduced to being used in laudable yet
shallow clichés and homelies”. p. 40
Educating Teachers for Diversity: Seeing with a cultural eye (2003)
44. Conclusions
Cultural competence has evolved from Multiculturalism which focused
on teachers’ self-awareness and Banks five dimensions of
multiculturalism. It refers to teachers’ effort learn about diverse
students’ lives outside of school, and how high expectation for
academic achievement for all. Culturally competent teachers integrate
students’ funds of knowledge in standards based instruction using
culturally responsive teaching. Culturally relevant teaching is
distinguished from culturally responsive teaching because students’
culture not only serves as a scaffold to learning but is used to build and
maintain students’ cultural identity and to create civic consciousness.
