This second edition has been extensively revised to include improved exercises and reflective activities, a restructured case study, and an additional chapter on instructional standards.
|Edition description:||Second Edition|
|Product dimensions:||7.00(w) x 10.00(h) x (d)|
About 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, is assistant professor of Educational Administration at California State University, San Marcos. She has taught elementary and middle school and is a former school site and county office administrator. As an Adaptive Schools Associate and a Cognitive Coaching SM trainer she serves schools, districts, and county offices as facilitator and coach.
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.
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