Cultural Competence in Education

Before criticizing and dismissing #CulturalCompetency, take a moment to understand its origins. It is the colonial gaze and appropriation that have distorted its meaning, making it seem problematic. Too often, we critique what we do not fully understand, and it is our responsibility to do our due diligence before erasing Indigenous voices. The Indigenous scholar Dr. Terry Cross (whom I had the rare honor and privilege to connect with) and his colleagues coined the term Cultural Competency with the intent of creating a continuum with five stages—never as a destination of expertise. This framework was designed to guide individuals and organizations toward continuous cultural humility and responsiveness, rather than presenting it as a fixed achievement. The five stages of cultural competency are: 1. Cultural Destructiveness – Beliefs and practices that actively harm cultures, what Mi’kmaw scholar Dr. Marie Battiste calls Cognitive Imperialism and what Boaventura de Sousa Santos calls Epistemicide. 2. Cultural Incapacity – Lacking the ability to effectively respond to cultural differences. 3. Cultural Blindness – Believing that everyone is the same and that cultural differences don’t matter. 4. Cultural Pre-Competence – Recognizing the need for cultural awareness and taking initial steps toward improvement. 5. Cultural Competence – The ability to effectively engage with people from diverse cultural backgrounds, with ongoing self-reflection and growth. Thank you for being part of this e-village. Let’s continue to learn, unlearn, and relearn together—because decolonization is a lifelong journey that demands both cultural humility and epistemic freedom. My name is Shayla Dube, and I am dedicated to decolonizing my ways of knowing and being in order to foster cultural pluralism, epistemic freedom, and hermeneutical justice. Through co-creating culturally affirming spaces, fostering healing, and championing Ubuntu-centered cultural humility, I strive to contribute to a more just and liberated world. Let’s walk this journey together. If you found this post insightful or learned something new, please amplify in anyway that you see fit and remember knowledge is only powerful if it is shared and used to benefit others!

The student in the back row hadn’t spoken in three weeks. Then she raised her hand and asked: “Professor, when you say, ‘effective communication’... whose version of effective are we using?” I froze mid-lecture. 15 years of teaching cultural competency-- and I’d been centering my own lens the entire time. That moment cracked my classroom wide open. I thought I was teaching inclusion. I was teaching assimilation. So, I changed everything: → Less lecturing, more dialogue → Norms from every culture welcomed → Discomfort became the teacher One student explained how direct eye contact signals disrespect in their culture. That single moment unraveled decades of “professional” norms. 📈Participation jumped 60%. 📈 “Transformative” appeared 18x more in evaluations. But the real win? Three students said they finally felt seen. If you're a leader or educator, save this post as a reminder: Inclusion isn’t about having the answers. It’s about creating space for every voice.

Promoting diversity, equity, inclusion, and belonging (DEIB) in childcare is essential for creating a nurturing and supportive environment for all children. These principles help children develop respect for differences, foster a sense of belonging, and ensure equitable opportunities for growth and learning. Here are several strategies to promote DEIB in childcare settings: Ensure that the childcare center reflects the diversity of its children and families. Display multicultural artwork, books, toys, and materials representing different cultures, languages, abilities, and family structures. A diverse environment helps children feel seen and valued. Provide staff with ongoing training and professional development on DEIB topics, including cultural competence, anti-bias education, and inclusive practices. Educated staff can better support diverse children and families and foster an inclusive atmosphere. Integrate anti-bias education into the curriculum to teach children about diversity, equity, and inclusion. Use stories, activities, and discussions to help children understand and appreciate differences, challenge stereotypes, and develop empathy and respect for others. Organize events and activities that celebrate the diverse cultures and traditions of the children and families in your childcare community. Encourage families to share their cultural heritage through music, dance, food, and storytelling. Celebrating diversity fosters a sense of belonging and mutual respect. Ensure that all children have access to the same opportunities for learning and development. Provide support and accommodations for children with diverse needs, including those with disabilities, language barriers, or learning styles. Tailoring support to individual needs promotes equity and inclusion. Encourage positive interactions among children by teaching social skills, empathy, and conflict resolution. Create opportunities for collaborative play and group activities that promote teamwork and cooperation. Positive interactions help build a sense of belonging and community. Involve families in your DEIB initiatives by inviting them to participate in events, share their perspectives, and contribute to the curriculum. Regular communication with families about DEIB efforts helps build a collaborative and inclusive community. Encourage staff to reflect on their biases and assumptions and recognize how these may impact their interactions with children and families. Create a safe space for open discussions about prejudice and provide resources and support for staff to address and overcome biases. Work with local and national organizations to advocate for policies that promote diversity, equity, inclusion, and belonging in childcare settings. Support initiatives that address systemic inequalities and ensure all children can access high-quality childcare.

How can we leverage culturally inclusive practices to support urban students' literacy development, critical thinking and writing abilities, and their ability to address their community's present conditions and issues? Leveraging culturally inclusive practices to support urban students' literacy development, critical thinking, and writing abilities, as well as their ability to address their community's present conditions and issues is crucial for their holistic development. Dr. Gloria Ladson-Billings' research provides a valuable starting point for addressing this question, emphasizing academic achievement and the pivotal role of teachers in fostering engaging learning communities. One key aspect of Dr. Ladson-Billings' research is her focus on students engaging in the "critique of texts and activities." This emphasis on critical questioning, such as "Why are we doing this?" "Why is this important?" and "How does this enrich my life and/or the life of others?" can be extended to questions related to community empowerment and investment. By connecting teaching and learning activities to creating public policy statements and real-world applications, urban students can better understand the relevance and impact of their education. As you reflect on Dr. Ladson-Billings' culturally relevant pedagogy framework, which includes academic achievement, cultural competence, and sociopolitical awareness, consider how you can integrate historical studies and references into your lesson planning and activities. Many of the texts urban students read and the contemporary issues they research, analyze, and interpret have deep historical roots and influences. By framing teaching and learning activities within a historical context, urban students can gain a deeper understanding of their own history and its impact on current societal challenges. Incorporating historical context into lessons not only enriches students' critical thinking but also empowers them to become active and informed participants in addressing their community's present conditions and issues. This approach encourages students to see the relevance and significance of their education in shaping a better future for themselves and their communities. Dr. R. Faisal Higher Learning

Culturally Responsive Teaching (CRT) is an approach that recognizes the importance of students' cultural backgrounds and experiences in the learning process. Its relevance today stems from the increasing diversity of student populations and the need to address persistent achievement gaps and equity issues. CRT helps with: ➔ Building trust and relationships with students ➔ Increasing student engagement and motivation ➔ Improving academic outcomes and closing achievement gaps ➔ Creating a sense of belonging and inclusivity ➔ Preparing students for a diverse and global society In Higher Ed, CRT can be applied by: ➔ Incorporating diverse perspectives and experiences into curricula ➔ Using culturally responsive pedagogy and teaching practices ➔ Providing professional development for faculty and staff ➔ Creating inclusive and welcoming campus environments ➔ Forming partnerships with diverse communities and organizations By implementing CRT, higher education institutions can better serve diverse student populations, promote equity and inclusion, and prepare students for success in an increasingly complex and interconnected world. Applying culturally responsive teaching (CRT) in higher education involves several key strategies. These include using culturally responsive teaching practices such as universal design for learning and differentiated instruction, which cater to diverse learning needs. It also involves incorporating diverse texts and materials that reflect students' experiences and backgrounds, providing opportunities for students to share their perspectives and experiences, and using restorative justice practices to build community and address conflicts. Additionally, ongoing professional development for faculty and staff on culturally responsive teaching and equity is essential to ensure these practices are effectively implemented and sustained. Do you think there is a benefit to using this teaching approach?

Are schools today truly fostering creativity and cultural responsiveness to meet the diverse needs of all students? In our latest episode of the Fueling Creativity in Education Podcast, Matthew Worwood and I sit down with Corey Gray, a PhD candidate at the University of Georgia, to explore this critical question. Corey shares his research and insights on designing inclusive, creative learning environments with a focus on culturally responsive teaching. He advocates for educational approaches that honor students' unique identities, nurturing both their creative and academic abilities. A significant part of our conversation highlights the underrepresentation of Black and Brown students in gifted programs, with Corey addressing how implicit biases impact these disparities. He encourages educators to critically examine current identification practices to ensure more equitable recognition of talent. We also delve into innovative instructional approaches, including non-traditional and project-based learning designs that transform classrooms into spaces of creativity and engagement for both students and teachers. Corey outlines his vision for creative schools that prioritize meaningful engagement and inclusivity. If you’re passionate about fostering creativity and recognizing the gifts of diverse student populations, Corey’s insights offer invaluable guidance. Tune in to learn how we can progress toward a more inclusive, creativity-driven education system. #Education #Creativity #CulturalResponsiveness #GiftedEducation #DiverseLearning