Abstract
This chapter provides in-depth discussion of concepts and principles related to the development of cultural competence in school districts located in rural areas and smaller cities that have and are becoming racially, linguistically, and culturally diverse. The authors offer practical steps that help support the development of cultural competence among pre-service teachers, educators, and administrators. This framework can be implemented to create district-level professional development courses that can be used to renew teacher licenses. Additionally, suggestions of how to best address the discipline among culturally diverse students, and how to build authentic relationships with students, parents and the community are also discussed.
TopBackground
Cultural competence intersects several related concepts, including “multicultural competence, intercultural competence, cultural sensitivity, intercultural sensitivity, cultural safety, cultural awareness, cultural intelligence, cultural humility, cross-cultural adaptation, intercultural practice, global competence, and global citizenship” (Dorsett, Larmar, & Clark, 2019, p. 566). Each of these concepts underscores different aspects of cultural competence, including an individual’s values, attitude, personal beliefs, social identity, knowledge and comprehension, and skills (Bennett, 2009; Deardorff, 2006; Dorsett, Larmar, & Clark, 2019; Fantini, 2009; Fisher-Borne, Cain, & Martin, 2015; Garran & Rozas, 2013; Jackson, 2015). Throughout this chapter, the term cultural competence reflects an equitable and reciprocal approach to learning and working with students from diverse cultures, ethnic groups or who speak multiple languages.
The National Education Association (2008) describes cultural competence in education as the knowledge and skills needed to effectively serve students from diverse cultures. They identify four components of cultural competency that build upon one another, all of which apply to educators, schools and the entire school system: valuing diversity, being culturally self-aware, understanding the dynamics of cultural interactions, and institutionalizing cultural knowledge and adapting to diversity (NEA, 2008). Valuing diversity entails accepting and respecting cultural values, traditions, backgrounds and customs, and ways of communication (NEA, 2008). Being culturally self-aware refers to an educator’s understanding of how their own life experiences, interests, knowledge, background, beliefs and values that shape their own self-concept and how they fit into their workplace, their community, society as a whole, and, ultimately, their teaching practice (NEA, 2008). Understanding the dynamics of cultural interactions references the historical cultural experiences and intercultural relations that have occurred in a local community, all of which can affect interactions among cultures (NEA, 2008). Finally, institutionalizing cultural knowledge and adapting to diversity occurs when schools design educational services informed by students’ cultures to better serve diverse populations (NEA, 2008).
Key Terms in this Chapter
Cultural Continuum: Range of cultural competence from deficit to appreciative perspective.
Educator: Anyone working in the K-12 education system helping children, including teachers, administrators, and paraprofessionals.
Culturally Relevant Pedagogy: A pedagogy rooted in cultural competence that encourages students to relate to curriculum through their cultural context.
Cultural Bias: A prejudiced view that privileges or values one cultural group over another.
Cultural Deficit Perspective: The perspective that someone’s achievements or failures are due to their cultural background alone. It is a view that individuals from certain cultural groups are unable to succeed due to their culture.
Appreciative Inquiry: Gathering information through the lens of what strengths can be offered or contributed rather than focusing on weaknesses.
Self-Reflection: A type of personal analysis in which an individual evaluates their own beliefs, values, behaviors, and attitudes.
Cultural Competence: Equitable and reciprocal approach to learning and working with students from diverse cultures, ethnic groups or who speak multiple languages.
Culture: The beliefs, behaviors, social norms, shared traditions, and values of a racial, religious or social group.