Developing a Culture of Nonviolence Through Cultural Humility Professional Development: Cultural Humility Professional Development for Nonviolence

Developing a Culture of Nonviolence Through Cultural Humility Professional Development: Cultural Humility Professional Development for Nonviolence

Veronica Keiffer-Lewis
Copyright: © 2023 |Pages: 12
DOI: 10.4018/978-1-6684-7464-8.ch056
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Abstract

Nonviolence is a way of being, one we should begin building in early childhood. Early childhood development centers and schools can and should play a critical role in cultivating the spirit of nonviolence through curriculum, program design, parent-teacher interactions, peer-to-peer role modeling, and every interaction with children. Early childhood education (ECE) can play a pivotal role in supporting attributional development of both teachers and families in cultivating the spirit of nonviolence. This intrapersonal and interpersonal development is essential for the creation and sustainability of a culture of nonviolence in ECE programs. In this chapter, the author examines nonviolent attributes at the intrapersonal, interpersonal, and institutional level to create a culture of nonviolence from the inside out. Special attention is paid to the attribute of humility and how cultural humility principles and practices foster the skills of and commitment to nonviolence. Recommendations for promising practices and professional development are provided.
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Background

First, it is important to distinguish between cultural humility and cultural competence as two approaches to ECE professional development that aim to create nonviolent-centered teaching and learning spaces through anti-bias and inclusive education. Cultural competency focuses on providing practitioners with culturally specific information about racial and ethnic minorities and includes the following four stages: cultural destructiveness, cultural incapacity, cultural blindness, and cultural pre-competence (Cross, Bazron, Dennis, & Isaacs, 1989). Cultural humility is a way of being with self, others, and the institutions we navigate. It asks not only that we assess our environments and engage them in a nonviolent and unbiased manner but also that we reflect deeply on who we are and how we show up, and the conditions we co-create that result in harm or reduce social harm, including both symbolic/structural and interpersonal violence (Blanchard, Yeh, Johnson, Schlierf, Dixon-Washington, & Lee, 2018; Vesely, Brown, & Mehta, 2017).

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