List of Resources Foreword by Christine Sleeter Preface Why do we need this book? What is critical cultural competence? Who is this book for? How is this book different from other books about diversity and multicultural education? Organization and Special Features of This Book Conclusion Acknowledgments About the Authors Introduction: What Do We Need to Do to Prepare Teachers for Today's Diverse Classrooms? Why do we need educators with critical cultural competence in today's schools? How can we move professional development about diversity beyond knowledge? Who are we in this thing called diversity? How do we leverage assets of students, families and communities? Bringing It All Together Summary of Key Points Reflection and Extension 1. Common Practices: How Are We Currently Preparing Educators for Diverse Classrooms? Introduction Common Goals for Multicultural Education Foundational Understandings About Diversity Milner's Five Conceptual Repertoires of Diversity Empathy Versus Sympathy Strength-Based Approach Materials and Resources Textbooks Historic and Contemporary Videos Online Learning Resources Guest Speakers Other Commonly Used Activities and Approaches Discussions and Reflection Case Studies and Case Discussions Book Clubs Activity 1.1 Book Club Jigsaw Activity The Game of Monopoly Empathy Activities Summary of Key Points Reflection and Extension Online Extensions 2. Who I Am: How Can We Understand Ourselves as Cultural Beings? Introduction Exploring Personal Characteristics and Beliefs Activity 2.1 Autobiographies Activity 2.2 Educational Philosophy Activity 2.3 All About Me Activities Activity 2.4 All in a Picture and Snapshot of Me Activities Revealing Beliefs and Identities to Others Activity 2.5 Intercultural Autograph Hunt Activity 2.6 Bio-Poems Activity 2.7 the Privilege Walk Summary of Key Points Reflection and Extension Additional Resources Online Extensions Focus for Professional Learning Communities (PLCs) 3. Moving From Beliefs and Visions to Action: How Can We Link Our Personal and Professional Identities? Introduction Activity 3.1 Visioning Activity 3.2 Personal Practical Theories (PPTs) Activity 3.3 Action Research Summary of Key Points Reflection and Extension Additional Resources Online Extensions Focus for Professional Learning Communities (PLCs) 4. How Do We Prepare Educators to Understand and Appreciate Student Diversity? Introduction From Understanding Diversity to Appreciating Diversity Activity 4.1 Diversity Fact Sheets Activity 4.2 Website Reviews Activity 4.3 Interactive Survey Activity 4.4 Description, Interpretation, and Evaluation Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs) 5. From Critical Awareness to Transformative Action: How Do We Prepare Educators to Become Cultural Brokers for Student Success? Introduction From Critical Awareness to Transformative Action Cross-Cultural Competence and Critical Self-Reflection Activity 5.1 Active Listening Activity 5.2 Classroom Observation Analysis Activity 5.3 ABCs Project Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs) 6. Learning About the Community: How Can We Learn More About Parents and Families? Introduction Standards-Based Reform Benefits of Invoving Parents and Families in Schools Traditional Ways of Involving Parents in Schools Nontraditional Approaches to Parents and Involvement Barriers and Facilitators to Involvement Extending Traditional Approaches to Parent and Family Involvement Activity 6.1 Touring the Neighborhood--The Do's and Don'ts Activity 6.2 Home Visits at the Beginning of the School Year Activity 6.3 Preparing for the First Parent Conference Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs) 7. Community-Based Learning: How Can We Learn From Parents, Families, and Communities? Introduction How diverse are families and our communities? Partnering with Parents, Families, and Communities What is community-based learning? Community-Based Learning Activities Activity 7.1 Home-Community Camera Adventure Activity 7.2 Walking a Mile in Another's Shoes Transformative Effects of Community Adventures Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs) 8. Bringing It All Together: How Do We Maximize Teaching and Learning Opportunities? Introduction Connecting Culturally Responsive Pedagogy and Critical Cultural Competence Taking Risks to Develop Critical Cultural Competence Inspiring Critical Reflection and Awareness Transforming Professional Practice Using Rogers's Adoption of Innovation Theory Using the Concerns-Based Adoption Model (CBAM) Planning for Professional Development Before We Start Pre- and Postassessment Follow-Up Summary of Key Points Final Words Additional Resources Reflection and Extension Online Extensions References Index
"Developing Critical Cultural Competence provides educators with the inspiration, knowledge, and tools to move from theory to action in seeking to eliminate the achievement gap." -Bess Scott, Director of Elementary Education Lincoln Public Schools, NE "As I read this book, it became clear that my long-held belief about the meaning of cultural competence needed a makeover. I am now convinced that my personal definition of diversity should embrace a much deeper appreciation of differences and transformative action." -Denise Carlson, Curriculum Consultant Heartland Area Education Agency, Johnston, IA Cultural competence is key to improved student achievement The increasingly diverse nature of today's schools and the need to increase the achievement of all students, no matter their background, requires 21st-century teachers to develop critical cultural competence. Looking at data is not enough. We have to know who our students are! This book shows you how to provide professional development that deepens teachers' cultural understanding. Developing Critical Cultural Competence helps educators translate new knowledge into action with activities that focus on the three inseparable insights required for developing teachers' critical cultural competency: Understanding themselves Understanding their students Understanding their students' families and communities In addition to the activities are reflection questions, group discussion questions, online extensions for facilitators, and a sample professional development plan. A companion website provides reproducible resource lists and handouts as well as examples that can serve as models for some of the activities.
Dr. Ye He is an Associate Professor in the Teacher Education and Higher Education Department at the University of North Carolina at Greensboro. Her research focuses on the promotion of strength-based, community-engaged culturally responsive practices in education. Barbara Levin has been a Professor in the Department of Teacher Education and Higher Education at the University of North Carolina at Greensboro (UNCG) since 1993. She was an elementary school teacher for 17 years before earning her Ph.D. at the University of California-Berkeley. Dr. Levin served as the Director of the Teachers Academy at UNCG, assistant department chair, and director of graduate studies. She was awarded the first Mentoring-Advising-Supervising (MAS) Award in the School of Education at UNCG. Dr. Levin also served as an Associate Editor for Teacher Education Quarterly for 8 years, and was co-PI on a 5-year, $1.4 million National Professional Development grant from the Dept. of Education called TESOL for ALL. Her research interests include: understanding how teachers' pedagogical beliefs develop across their careers; case-based teaching; problem-based learning (PBL); universal design for learning (UDL); and leading, teaching, and learning with technology. Dr. Levin has published eight books and over 40 articles in well-respected research journals.