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Culturally Proficient Instruction: A Guide for People Who Teach / Edition 3

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Overview

Are you doing all you can to improve teaching and learning?

Culturally proficient instruction is the result of an inside-out journey of teaching and learning during which you explore your values and behaviors while evaluating the policies and practices of your workplace. The journey deepens your understanding of yourself and your community of practice. In the newest version of their best-selling book, the authors invite you to reflect on how you engage with your students and your colleagues as a community of learners. The third edition features a case study to show cultural proficiency in practice and:

  • An updated discussion of standards-based education guidelines
  • A conceptual framework for the tools of cultural proficiency
  • New language for understanding the microaggressions of dominant cultures
  • An integrated guide for use with study groups
Each chapter contains reflective activities and group work conducive to collaborative professional development. Culturally Proficient Instruction is invaluable for anyone dedicated to creating an environment in which all learners can succeed.
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Editorial Reviews

The Education Shelf
"It updates discussions of the tools of cultural proficiency and new language for understanding cultures and blends sociology lessons and insights with accounts of proficient instruction. A 'must' for any educators' collection. "— James A. Cox, Editor-in-Chief
Kathleen Gavin
"This book provides tools, resources, and thought-provoking vignettes to illustrate what can transform our educational practice to meet the needs of all kids.”
Rick Mooradian
"The authors provide an interactive model that uses the tools of cultural proficiency as a lens to not only look at our students, but also at ourselves. This self-reflection enables us to be more effective for all our students."
The Education Shelf - James A. Cox
"It updates discussions of the tools of cultural proficiency and new language for understanding cultures and blends sociology lessons and insights with accounts of proficient instruction. A 'must' for any educators' collection."
From the Foreword by Philip C. Mc Cullum
"Culturally Proficient Instruction, Second Edition, provides a nonthreatening framework for educators to investigate their personal and collective beliefs and practices. It serves as an excellent tool to guide and promote an open discussion and examination of the diversity challenges facing our schools and communities."
Gale Hulme
"This is one of the best books I have read about instruction—period. The authors invite those who teach to look deeply inside themselves to engage in reflection, to enhance relationships, and to improve their practices in ways that enable all students to learn at high levels."
From the Afterword by Rudolph F. Crew
"Culturally Proficient Instruction, Second Edition, enables educators to act on the proposition that all children can learn, and suggests knowable ways by which to achieve that goal. This book gives a context and voice to the notion that culturally proficient instructors add value and dignity to children's lives, and a dimension of professionalism to their artistry as teachers and leaders."
Linda Mac Donell
"Our entire management team has used Cultural Proficiency as a mind set for school improvement. In attempting to support schools who serve a large number of students of color focus on serving all students equitably, Cultural Proficiency has been a critical asset for our teams. Responding to the issues of race, culture, poverty, language, and disabilities is complex, overwhelming, and often an emotional task in many schools. The Cultural Proficiency Tools provide those of us involved in serving these schools a guide that helps lower anxiety, do what is right and just, and respond respectfully to the schools and their communities."
Katie Curry
"Culturally Proficient Instruction doesn't happen by putting a diversity poster on the wall or saying, 'all kids can learn.' To change the culture and instruction at low-performing, diverse schools, educators must first look at themselves. This book, with a format that encourages and guides us through self reflection on the most important aspects of culture and diversity, is a lifeboat for those who really want to change the way we fail to educate all students."
Curriculum Connections
"Faculties interested in addressing cultural diversity and differences can use this volume as a study text."
From the Foreword by Philip C. McCullum
"Culturally Proficient Instruction, Second Edition, provides a nonthreatening framework for educators to investigate their personal and collective beliefs and practices. It serves as an excellent tool to guide and promote an open discussion and examination of the diversity challenges facing our schools and communities."
Linda MacDonell
"Our entire management team has used Cultural Proficiency as a mind set for school improvement. In attempting to support schools who serve a large number of students of color focus on serving all students equitably, Cultural Proficiency has been a critical asset for our teams. Responding to the issues of race, culture, poverty, language, and disabilities is complex, overwhelming, and often an emotional task in many schools. The Cultural Proficiency Tools provide those of us involved in serving these schools a guide that helps lower anxiety, do what is right and just, and respond respectfully to the schools and their communities."
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Product Details

  • ISBN-13: 9781412988148
  • Publisher: SAGE Publications
  • Publication date: 11/29/2011
  • Edition description: Third Edition
  • Edition number: 3
  • Pages: 190
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.70 (d)

Meet the Author

Kikanza J. Nuri-Robins is an organizational development consultant. She has spent her career working with schools, churches, hospitals and not-for-profit organizations helping them to become healthy, productive, diverse and inclusive. She began her career teaching elementary school and secondary reading. She has taught social foundations for schools of education and has provided professional development in schools and districts throughout the United States.

Randall B. Lindsey is emeritus professor at California State University, Los Angeles and has a practice centered on educational consulting and issues related to equity and access. Prior to higher education faculty roles, he served as a junior and senior high school history teacher, a district office administrator for school desegregation, and executive director of a non-profit corporation. All of his experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. It is his belief and experience that too often white people are observers of multicultural issues rather than personally involved with them. He works with colleagues to design and implement programs for and with schools, law enforcement agencies, and community-based organizations to provide access and achievement. He and his wife and frequent co-author, Delores, are enjoying this phase of life as grandparents, as educators, and in support of just causes that extend the promises of democracy throughout society in authentic ways.

Delores B. Lindsey, Ph.D., retired as Associate Professor of Education at Cal State San Marcos, San Marcos, CA, but did not retire from the education profession. As a former middle grades and high school teacher, assistant principal, principal, and county office of education administrator, her primary focus is developing culturally proficient leadership practices aimed at closing educational gaps. She helps educational leaders examine their organizations' policies and practices, and their individual beliefs and values about cross-cultural communication. Her message to her audiences focuses on socially just educational practices, culturally proficient leadership practices, and diversity as an asset to be nurtured. Dr. Lindsey offers keynote address and facilitates educators to develop their own inquiry and action research. Her favorite reflective question is: "Are we who we say we are?"

She is also a Training Associate for Cognitive Coachingsm and Adaptive Schoolssm. Delores and husband Randall, her favorite Sage/Corwin author, continue to co-write about the application of the four Tools of Cultural Proficiency. They enjoy working together with school districts to guide school leaders on their journey toward equity and socially just practices for all learners.

Raymond D. Terrell, Ed D, served as special assistant to the dean for diversity initiatives in the School of Education and Allied Professions at Miami University in Oxford, Ohio. A former secondary English teacher, elementary school principal, professor of educational administration, and dean of the School of Education at California State University, Los Angeles, he has more than 40 years of professional experience with diversity and equity issues.

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Table of Contents

Foreword
Introduction
About the Authors
1. What Is Cultural Proficiency
Getting Centered
Four Tools
Why Cultural Proficiency?
Our Vision of Multicultural Transformation
The Guiding Principles
Going Deeper
2. Culturally Competent Praxis
Getting Centered
Invitation
Going Deeper
3. Culturally Proficient Standards
Getting Centered
Going Deeper
4. The Case for Cultural Proficiency
Getting Centered
Going Deeper
5. Barriers to Cultural Proficiency
Getting Centered
Entitlement and Resistance to Change
A Short Sociology Lesson
Barrier for Instructors
Going Deeper
6. The Cultural Proficiency Continuum
Getting Centered
Going Deeper
7. Assessing Your Culture: Naming the Differences
Getting Centered
The Essential Elements
Learning Styles and Culturally Proficient Instruction
Assessing Your Culture
Assessing Organizational Culture
Going Deeper
8. Valuing Diversity: Claiming the Differences
Getting Centered
An Intentional Act
A Sign of Respect
Collaboration
A Test in Stressful Times
Valuing Difference
Going Deeper
9. Managing the Dynamics of Difference: Reframing the Differences
Getting Centered
Mismanaging Conflict
Sources of Conflict
Strategies for Managing Conflict
Going Deeper
10. Adapting to Diversity: Training About Differences
Getting Centered
Commitment to Change
From a Christmas Party to a Winter Celebration
Learning Organizations
Communities of Practice
Going Deeper
11. Institutionalizing Cultural Knowledge: Changing for Differences
Getting Centered
Learning About Cultures
A Process, Not an Event
What Difference Do You Make?
Going Deeper
References
Index

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