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Cultural Proficiency: The Continuum Flashcards | Quizlet

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Start studying Cultural Proficiency: The Continuum. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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DOI link for The Power of Responsive Educational Leadership

The Power of Responsive Educational Leadership book

Building Schools for Global Challenges

DOI link for The Power of Responsive Educational Leadership

The Power of Responsive Educational Leadership book

Building Schools for Global Challenges

By Grzegorz Mazurkiewicz, John M. Fischer

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The Power of Responsive Educational Leadership | Taylor & Francis Group

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DOI link for The Power of Responsive Educational Leadership The Power of Responsive Educational Leadership book Building Schools for Global Challenges DOI link for The Power of Responsive Educational Leadership The Power of Responsive Educational Leadership book Building Schools for Global Challenges By Grzegorz Mazurkiewicz, John M. Fischer

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Learning for Justice provides free resources to educators—teachers, administrators, counselors and other practitioners—who work with children from kindergarten through high school.

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Ask teachers to describe the impact they hope to have on their students, and most will eventually say something along these lines: I want my students to grow into responsible citizens. I want my students to participate in society in an active, productive way.

And maybe: I want my students to change the world.

But how many of us know how to make that happen, really? Can we explicitly teach students how to change the world? If this question has been whispering in the back of your mind, the resources in this collection will help.

What is social justice, and how does it fit into the curriculum?

The National Association of Social Workers defines social justice as "the view that everyone deserves equal economic, political and social rights and opportunities." To study social justice is to learn about the problems that dramatically impact quality of life for certain populations, and how people have worked to solve those problems.

If you teach social studies, you'll have no trouble finding direct curricular links to social justice. The National Curriculum Standards for the Social Studies includes Civic Ideals and Practices as one of its 10 Themes of Social Studies, and this includes an emphasis on learning how to get involved in influencing public policy. In history and social studies class, social justice teaching is a natural fit.

In other content areas, teachers disagree over whether social justice has a place. We put ourselves in a vulnerable position by exploring issues that are seen as more controversial than others (a topic I will get into in the next section), and some teachers prefer to completely steer clear of those kinds of complications. For others, social justice was a driving force in why they became teachers, and they weave it into whatever content they are teaching. If you choose to address some or all of these issues in your classroom, the next section offers some tips for doing it effectively.

Some Advice for Teaching Social Justice

As an undergraduate, I served as a student counselor for three years and a resident assistant (RA) for one. I regularly delivered workshops on social justice topics, and I learned a few important lessons along the way. Here are some things to keep in mind when studying social justice issues with your students:

Make getting to know students a key component of any social justice teaching. If you and your students don't spend time examining your own backgrounds, biases, and beliefs, you will be missing an essential component of any social justice curriculum. We all view every social justice issue through the lens of our own experience, and these different lenses can block our growth and learning if we aren't aware of them. If we fine-tune our self-awareness, our individual lenses can richly inform classroom conversations and help us understand issues on a much deeper level, directly from each other.

Know that not all students feel the same way about these issues. Most, if not all, of these resources have been created from a pretty liberal, progressive viewpoint. For example, one of the lessons in the Learning for Justice (formerly known as Teaching Tolerance) series described below is on Confronting Unjust Laws. The lesson uses California's Proposition 8 as an example of an unjust law. But not all of your students (or their families) will see a law like Prop 8 as unjust. In fact, some may strongly oppose same-sex marriage. That doesn't mean you can't talk about controversial issues; in fact, teaching students how to respectfully discuss an issue with people who don't see things the same way is a lesson that will serve them for the rest of their lives.

Familiarize yourself with the material before teaching. Sometimes we just skim materials before we teach. With social justice topics, this would be a mistake. Not knowing exactly what's in all of your teaching materials, including the texts or videos you and your students will be looking at, can leave you vulnerable to problems when unexpected content pops up.

Keep your administrator in the loop. As with any potentially controversial lesson, it is essential that you talk to your administrator about it ahead of time. Show the curricular connections between your planned lessons and the standards you're teaching. Talk about potential problems or objections that may come up and how you both plan to address them. That way, if your administrator gets a phone call from a concerned parent, she or he won't be blindsided.

Featured Resources

When I set out to find good resources for social justice teaching, I was looking for classroom-ready materials, lesson plans with supplementary texts or videos that would prompt students to learn about, think about, and talk about social justice issues. I also hoped to find some that would actually teach students about activism, about how a citizen zeroes in on a problem, formulates a solution, then does the grassroots work necessary to see that solution come to life.

Some of these resources fit the bill perfectly, especially the first one on the list. Others do not include lesson plans at all, but serve such an important and innovative role in social justice education, I thought they were essential to include here.

Learning for Justice

This award-winning organization (formerly known as Teaching Tolerance) comes up most often any time social justice teaching is discussed. There's lots to explore on their site, including the Classroom Resources section, which is loaded with lesson plans and other resources teachers can use for free in their classrooms. One of these lessons is Confronting Unjust Practices, where students learn about the anti-segregation actions taken by the Freedom Riders and the attack on one of these buses in Anniston, Alabama (pictured above).

Other lessons from this library include What is Ageism?, Unequal Unemployment, and What Makes a Family? Lessons are available for elementary, middle, and high school students.

DoSomething.org

No lesson plans here: DoSomething.org is an outstanding organization whose goal is to support the work of young people who want to make a difference in their world. Students browse through a big list of campaigns, public education and activism projects students can launch right in their own communities, and choose one or more that they'd like to participate in. Once they have finished a campaign, students submit a photo or video to prove they completed the required steps. This entry makes them eligible to win prizes, including scholarships. Currently, only U.S. students are eligible for these scholarships, but DoSomething.org is expanding into other countries as well.

Although this site will not help you do any direct instruction about social justice, it provides incredible opportunities for students to actively participate in social justice projects. Most campaigns are just right for high school students, and some would be appropriate for middle schoolers as well. Some topics may be considered risque, so review the content before introducing it to students.

On a related note, DoSomething.org is the organization where Katia Gomez, the college student who started her own school in Honduras (featured in the first Cult of Pedagogy documentary last year), got her start. One more bit of trivia that totally doesn't matter but might if you are a Melrose Place fan: DoSomething.org was co-founded by 90's heartthrob Andrew Shue. Squeee!!

The Global Oneness Project

The Global Oneness Project offers a beautiful collection of multicultural films, photo essays, and articles that "explore cultural, social, and environmental issues with a humanistic lens." Many of the featured stories are paired with a lesson plan for high school or college classrooms, aligned with Common Core and national standards.

One such pairing starts with the film Amar, which follows a young Indian boy living in a high-poverty neighborhood through a typical day that includes rising before dawn to do one of his two jobs and attending school. The accompanying lesson plan is called A Day in the Life, which has students examine the film and other resources related to the economic situation in India.

The films are truly stunning. This collection doesn't include explicit teachings in any kind of civics or grassroots activism, but it will provide students with a deep understanding of lives completely unlike their own. And that kind of empathy is one of the most important building blocks for any kind of social justice action.

Pushing the Edge: Social Justice Resources Collection

Educator Greg Curran's podcast covers a range of educational topics, but quite a few episodes circle around issues of social justice. Recently, he curated these resources into a Social Justice Resources Collection. These episodes will be mainly useful for teachers to educate themselves about social justice education: what complications and questions come up, helpful do's and don'ts, and why it's worth it. He interviews practicing teachers and administrators who are walking the walk with social justice teaching. Listening to them will give you a template from which to build your own practice.

Here's an example of one episode, where Curran interviews Nakisha Hobbs, principal of the Village Leadership Academy, a k-8 social justice school in Chicago.

GLSEN: Educator Resources

For teachers who want to include consideration of LGBT issues in their study of social justice, a great source for materials is GLSEN, the Gay, Lesbian & Straight Education Network. offers a nice collection of educator guides and lesson plans.

Here are a few examples: The ThinkB4YouSpeak Guide for Educators includes lesson plans, resources, and tips for teachers for addressing anti-LGBT language in the 6-12 classroom. Unheard Voices is a collection of audio interviews with "individuals who bore witness to or helped shape LGBT history in some way." And the Day of Silence Guide shows educators how to run a Day of Silence awareness campaign in their schools.

Educational Video Center

I love this idea: The Educational Video Center teaches students the skills of documentary filmmaking, telling important stories in the name of social justice. Although the EVC holds after-school workshops only for students in New York City, they do offer professional development for teachers anywhere who want to learn how to teach these skills to their own students.

Alumni of the EVC have created documentaries on everything from criminal justice to domestic violence to mental health. You can view a collection of trailers for student-created documentaries here.

The Two Dollar Challenge

The Two Dollar Challenge is a challenge issued to people who want to make an impact on poverty. The challenge is simple: For 5 days, live on just $2 per day, publicizing the complexities of global poverty and helping to raise funds for a partner organization.

What's most striking about this organization is their emphasis on cultivating a deep respect for people affected by poverty and raising participants' awareness of their own privilege. One look at the project's code of conduct shows just how serious they are about that mission: "At all times participants must respect those nearby who are truly in need. If at any time those taking the Challenge are using resources which are valuable for indigent residents in the area this action must be re-evaluated."

Anti-Defamation League

The ADL's collection of lesson plans explore topics in categories like gender issues, sexism, ableism, religious bigotry, and racism. For example, What is the School-to-Prison Pipeline?, a lesson for high school students, has students study and discuss the impact of zero-tolerance policies in schools, statistics on the connection between school suspensions and the juvenile justice system, and their own school discipline policy. The end of the lesson offers students a choice of next steps for taking action on this issue. Lessons are available for preschool through high school.

Update: Since publishing this post, a few readers have pointed out that some of ADL's other website content (separate from this curriculum) takes a strong stance on issues relating to Israel and may offend some users. I still feel that this curriculum contains incredibly valuable lessons on very recent events that you won't find anywhere else, but this reinforces my second and third points above: Know your audience, and read through the materials carefully. For more details on this issue, please read the comments below. This article may also shed some light on the topic.

Further Reading

Stirring Up Justice
Laurel Schmidt, Education Leadership, May 2009
Explores the value and process of teaching students about activism. Offers a template for how to engage students in authentic conversations about difficult issues, ask themselves what they can do about social justice issues, consider ways they have already acted in the past, study how other kids and young adults have successfully solved problems, and participate in their own social justice projects.

Turning Current Events Into Social Justice Teaching
Jinnie Spiegler, Edutopia, January 6, 2016
Spiegler, the curriculum director for the Anti-Defamation League (the first resource in this post) offers advice on teaching social justice topics in a way that's both sensitive and productive.

Educolor Resources
Educolor, an organization dedicated to an equitable, just education for everyone, maintains this list of books, movies, articles, and websites that will educate teachers and students on issues of social justice, especially as it pertains to educational equity.

The Best Teacher Resources Sites for Social Justice
Larry Ferlazzo, Larry Ferlazzo's Websites of the Day, July 1, 2008
A big list of resources related to social justice education.
What Are Your Favorite Social Justice Resources?
This is by no means an exhaustive list. If you have a resource you like to use for teaching about social justice, please share it in the comments below. ♦

Keep in touch.
Join my mailing list and get weekly tips, tools, and inspiration-in quick, bite-sized packages-all geared toward making your teaching more effective and fun. To thank you, I'll send you a free copy of my e-booklet, 20 Ways to Cut Your Grading Time in Half, which has helped thousands of teachers spend less time grading!

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A Collection of Resources for Teaching Social Justice

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Want your students to actively engage in addressing inequality? Explore this annotated bibliography of resources for teaching students about social justice.

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Teaching for Change and Rethinking Schools collaborate to bring people's history to the classroom.

A dedicated website to encourage and support teaching about Central American history.

The best selection of multicultural and social justice books for children, YA, and educators.

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Building social justice starting in the classroom.

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Rooted in the vision, mission, and values of NEA, the Social Justice Training Program helps members draw the connection between achieving social justice in schools and realizing academic success for all students. The program lays the foundation for NEA's social justice work by teaching educators to create more just and effective learning environments.

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Puerto Rican writer Jesús Colón describes a time when his awareness of stereotypes influenced his decision-making.

Writer Jesús Colón reflects on an incident on a subway ride in New York City.

As writer Jesús Colón discovered on a subway ride in New York City in the 1950s, perceptions about one's own identity and the identities of others can affect the decisions people make about one another.

It was very late at night on the eve of Memorial Day. She came into the subway at the 34th Street Pennsylvania Station. I am still trying to remember how she managed to push herself in with a baby on her right arm, a valise [suitcase] in her left hand and two children, a boy and girl about three and five years old, trailing after her. She was a nice-looking white lady in her early twenties.

At Nevins Street, Brooklyn, we saw her preparing to get off at the next station-Atlantic Avenue-which happened to be the place where I too had to get off. Just as it was a problem for her to get on, it was going to be a problem for her to get off the subway with two small children to be taken care of, a baby on her right arm, and a medium-sized valise in her left hand.

And there I was, also preparing to get off at Atlantic Avenue, with no bundles to take care of-not even the customary book under my arm, without which I feel that I am not completely dressed.

As the train was entering the Atlantic Avenue station, some white man stood up from his seat and helped her out, placing the children on the long, deserted platform. There were only two adult persons on the long platform some time after midnight on the eve of last Memorial Day.

I could perceive the steep, long concrete stairs going down to the Long Island Railroad and up into the street. Should I offer my help as the American white man did at the subway door, placing the two children outside the subway car? Should I take care of the girl and the boy, take them by their hands until they reached the end of the steep, long concrete stairs of the Atlantic Avenue station?

Courtesy is a characteristic of the Puerto Rican. And here I was-a Puerto Rican hours past midnight, a valise, two white children and a white lady with a baby on her arm [badly] needing somebody to help her, at least until she descended the long concrete stairs.

But how could I, a Negro and a Puerto Rican, approach this white lady, who very likely might have preconceived prejudices about Negroes and everybody with foreign accents, in a deserted subway station very late at night?

What would she say? What would be the first reaction of this white American woman perhaps coming from a small town with a valise, two children and a baby on her right arm? Would she say: yes, of course, you may help me. Or would she think that I was just trying to get too familiar? Or would she think worse than that perhaps? What would I do if she let out a scream as I went forward to offer my help?

Was I misjudging her? So many slanders are written every day in the daily press against the Negroes and Puerto Ricans. I hesitated for a long, long minute. The ancestral manners that the most illiterate Puerto Rican passes on from father to son were struggling inside me. Here was I, way past midnight, face to face with a situation that could very well explode into an outburst of prejudices and chauvinistic conditioning of the "divide and rule" policy of present-day society.

It was a long minute.

I passed on by her as if I saw nothing. As if I was insensitive to her need. Like a rude animal walking on two legs, I just moved on, half running by the long subway platform, leaving the children and the valise and her with the baby on her arm. I took the steps of the long concrete stairs in twos until I reached the street above and the cold air slapped my warm face.

This is what racism and prejudice and chauvinism and official artificial divisions can do to people and to a nation!

Perhaps the lady was not prejudiced after all. Or not prejudiced enough to scream at the coming of a Negro toward her in a solitary subway station a few hours past midnight.

If you were not that prejudiced, I failed you, dear lady. I know that there is a chance in a million that you will read these lines. I am willing to take the millionth chance. If you were not that prejudiced, I failed you, lady. I failed you, children. I failed myself to myself.

I buried my courtesy early on Memorial Day morning. But here is a promise that I make to myself here and now; if I am ever faced with an occasion like that again, I am going to offer my help regardless of how the offer is going to be received.

Then I will have my courtesy with me again.

Connection Questions

1. What was Jesús Colón's dilemma on the train? What were the different factors he was weighing in his mind?

2. What was at stake in Colón's decision? How did he feel about his choice afterward?

3. Why do you think he wrote this story? Why do you think Colón titled his essay "Little Things Are Big"?

4. Create a different ending to the story. What do you think Colón might have done? How do you think the woman might have responded to the action you have imagined for Colón? Describe the effect of that action on Colón.

5. How do your concerns about how others might perceive you affect your actions?

Using the strategies from Facing History is almost like an awakening.

- Claudia Bautista, Santa Monica, Calif

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Puerto Rican writer Jesús Colón describes a time when his awareness of stereotypes influenced his decision-making.

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3 Key CLR Principles for Understanding Use of Culturally Authentic Texts
1. Racial Identity is not Cultural Identity - The focus in CLR is on CULTURE, not race. Unfortunately, diversity in many texts is based on race. When considering culturally authentic texts, it is important to remember, and/or understand that racial identity, our biological DNA, has nothing to do with our cultural identity. Our cultural identities are connected to learned beliefs, behaviors and values. Our cultural identities frame the way we see the world, and interact with others.

2. Understanding the Rings of Culture - Culture is broad and complex. Since there is no focus on race, the rings of culture is the lens for examining diversity. The rings of culture are a composite of who we are culturally. They inform how we see the world, interact with others, and move through daily life. While race is not ignored in identifying CA texts, it is the rings of culture that most students will recognize and feel validated by. It is important to consider all the rings of culture people belong to, such as age/youth, gender, religion, class, nationality, and sexuality when looking for CA texts.

3. Ethnic Identity is Heritage, Home, and Who We Are - While the rings of culture help you move beyond race, considering all the rings of culture that might be represented in a book, it is the Iceberg of Culture that will help you to understand and identify the nuances of ethnic identity that make a text truly authentic. It takes time to recognize the subtle unspoken rules of culture. When you are unsure, check with the experts. Quality culturally authentic texts will include both obvious and nuanced examples of a groups cultural behavior, beliefs and values.

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3 Key CLR Principles for Understanding Use of Culturally Authentic Texts 1. Racial Identity is not Cultural Identity - The focus in CLR is on CULTURE, not race. Unfortunately, diversity in many texts is based on race. When considering culturally authentic texts, it is important to remember, and/or understand that racial identity, our biological DNA, has nothing to do with our cultural identity.

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Answer the questions:
Group 1. Why do you think Mr. Colon wrote this story?
Group 2. Why did he title it "Little Thinks Are Big?"
Group 3. Create a different ending to the story.  What would be different?  Why?
Group 4. In Mr. Colon's mind, how might the woman's perception of his offer to help differ from her perception of the white man's offer to help?

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Build Cultural Proficiency to Ensure Equity

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Build Cultural Proficiency to Ensure Equity

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QUESTIONS, CONCERNS, & COMMENTS:  Culturally Responsive Teaching 

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QUESTIONS, CONCERNS, & COMMENTS:  Culturally Responsive Teaching 

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Explain the Cultural Proficiency Continuum to a friend. Include ideas to help your friend grow on the continuum.
How do I grow?
1. Learn about yourself
2. Learn about different cultures
3. Interact with diverse groups
4. View cultures as an asset
5. Value diversity
6. Commit to improve

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Questions about Social Justice:
1. Who makes decisions and who is left out?
2. Who benefits and who suffers?
3. Why is a given practice fair or unfair?
4. What is required to create change?
5. What alternatives can we imagine?