Teachers of color are positive role models for all students in breaking down negative stereotypes and preparing students to live and work in a multiracial society. A more diverse teacher workforce can also supplement training in the culturally sensitive teaching practices most effective with today’s student populations. In addition to providing social advantages for all students, the racial diversity of the teaching workforce can help to close the achievement gap, emerging research suggests. Both quantitative and qualitative studies find that teachers of color can improve the school experiences of all students; further, teachers of color contribute to improved academic outcomes while serving as strong role models for students. One report suggests that, compared with their peers, teachers of color are more likely to (1) have higher expectations of students of color (as measured by higher numbers of referrals to gifted programs); (2) confront issues of racism; (3) serve as advocates and cultural brokers; and (4) develop more trusting relationships with students, particularly those with whom they share a cultural background. A recent report shows that, despite the critical role that teachers of color can play in helping students of color succeed, every state has a higher percentage of students of color than teachers of color and the workforce is still overwhelmingly homogenous. While the focus of this report is on racial diversity, the Department acknowledges that other forms of diversity such as socioeconomic background, gender, sexual orientation, disability status, religion, and multilingualism are also important and should be examined. For example, when considering gender in addition to race, we know that black males make up only 2 percent of the teaching workforce nationwide.

1. 2% Interrupting patterns & shattering stereotypes
Interculturality: How can we move on
from racism?

2. Educate - Research - Counsel - Coach
Transform people and institutions to build active,
ethical and intercultural citizenship.
Our
mission

3. 1. What makes you reject someone?
2. How do you define your-self?
3. Define culture
4. Define racism
Do now!

4. @CEFIMEXAC
● Male
● Roman Catholic
● Former Jesuit
● Mexican
● “Head of my family”
● 2 kids
● Graduate studies
● Academic recognition
● US as an immigrant
Structural benefit

5. @CEFIMEXAC
Structural benefit
How have you benefited
from the system?

6. ● Think about a situation where you found yourself among people
and felt uncomfortable.
○ Who were these people?
● Think about a situation where you found yourself among people
and felt really comfortable.
○ Who were these people?
● Describe the situation and share how did you feel and
why did you feel that way?

7. Comfortable Uncomfortable
● Family
● Friends
● People I know at least
one time before
● People I have
something in common
● Space/route I’m
familiar with
● People I don’t know
● People that stare me
● People is totally
different than me
● Places I’m not familiar
with
● Unfamiliar situation

8. Comfortable Uncomfortable
● Family
● Friends
● People I know at least one
time before
● People I have something in
common
● Space/route I’m familiar with
● People I don’t know
● People that stare me
● People is totally different than
me
● Places I’m not familiar with
● Unfamiliar situation
What makes you reject someone?

9. ● The sum of a way of life, including expected
behaviour, beliefs, values, language and living practices
shared by members of a society. It consists of both
explicit and implicit rules through which experience is
interpreted
Herbig, Paul
Culture

10. ● Profession
● Family
● Language
● Hobbies
● Place were born
● Food
● School/university
● Place we live
● Things we’re good at
How do you define your-self?
Culture
Identity

11. ● a belief or doctrine that inherent differences among the various
human racial groups determine cultural or individual achievement,
usually involving the idea that one's own race is superior and
has the right to dominate others or that a particular racial group
is inferior to the others
● is the belief in the superiority of one race over another, which
often results in discrimination and prejudice towards people based
on their race or ethnicity.
Racism

12. ● Difference challenges us
● Others tend to disrupt/discomfort my-self.
● Conflict comes when differences arise
● Conflict is NOT the same as problem.
● Conflict is pure possibility.
○ How we manage conflict defines how we deal with
differences
Differences/Conflict

13. ● E. Levinas - Ethics is the first philosophy.
● The face of the other remind us we are not the center
of Universe - COMMANDS US DON'T KILL ME!!
● Humans should never be treated as means but ends.
○ “Because the other is like me”
● “Other people” generate discomfort.
● Being with others we invade their space.
● I see/feel myself obg-ligated with respect to the other.
Otherness

25. ● How much is the other like me?
● Samaritan
● Ignore the face of others leads to
abuses and violence.
● Group of selves tend to dominate
the OTHERS.
● Less self centered
● Infinite responsibility
Otherness

26. What do you feel?

32. What
do
you
feel?

37. What
do
you
feel?

38. ● Vulnerability of the other is the
enlightenment radiant essence of
humanity.
Otherness

39. ● “No es lo mismo juntos que revueltos”
● Dialogue
● Mutual understanding
● “Common ground”
○ Parents - Children
Multicultural Vs Intercultural

40. ● IC is the ability to develop targeted knowledge, skills
and attitudes that lead to visible behaviour and
communication that are both effective and appropriate in
intercultural interactions
○ Knowledge
○ Skills
○ Attitudes
Intercultural competence

41. Intercultural
competency

42. Knowledge
○ Cultural self awareness
○ Culture specific knowledge
○ Sociolinguistic awareness
○ Grasp of global issues and trends
Intercultural competence

43. Skills
■ Listening, observing, evaluating
■ Using patience and perseverance
■ Resilience
■ Viewing the world from others' perspectives
Intercultural competence

44. ● Attitudes
○ Curiosity (viewing difference as a learning opportunity)
○ Openness (withholding judgement)
○ Respect (valuing other cultures)
○ Discovery (tolerance for ambiguity)
Intercultural competence

45. ● Intercultural competence cannot be acquired in a short
space of time or in one module.
● It is not a naturally occurring phenomenon but a lifelong
process
● Critical reflection becomes a “powerful tool” on the journey
towards achieving it.
● Needs also to be addressed explicitly; learning-teaching
process and staff development.
Intercultural Competence

46. ● Several times what we enjoyed the most is something
familiar.
● Our identity was defined by others
(mother/family/friends/country/food, etc)
● Our life was possible because others made it possible.
● It is difference what help us define ourselves.
● You don’t need to be racist to discriminate or exclude
● We feel comfortable/safer when we are familiar to people,
places, food - Home - Homesick
Racism - Interculturality

47. ● Diversity is opportunity to improve your-self.
● Conflict gives the opportunity to change and/or confirm
yourself/Makes you stronger.
● Dialogue is fundamental.
● Media can reinforce or challenge stereotypes
● We need to educate for conflict.
● We need to keep ourselves exposed to the face of the most
vulnerable of our societies
Racism - Interculturality

48. ● Identity - Cultural self awarenes/Know yourself
○ Expand your culture, your-self.
● Educate yourself and others for conflict - Dialogue
● Multicultural is not enough. We need intercultural
● Keep yourselves in relation to a minority group.
4 Recomendations

50. ¡Gracias!
Marcos Villa
​Intercultural Research Center
Development and Academic Director
Cel. 901.671.8358
marcos.villa@cefimex.org @CEFIMEXAC

51. @CEFIMEXAC
http://tnedequity.org/generation-lead/
Conexión Américas and the Tennessee Educational Equity
Coalition are excited to launch the inaugural cohort of
Generation Lead, a 10-month program for young emerging
leaders in the Nashville area.
Generation Lead consists of 10–12 current college students
who are ready for the next step in their leadership journey.
Through this program, Generation Leaders will expand their
sense of identity, deepen their social and civic awareness and
learn to amplify their voice.
Are you (or do you know) a college student ready to take
leadership skills to the next level?