Cultural Responsiveness

The expressions “cultural sensitivity, cultural responsiveness, and “multicultural competence were utilized to express the importance of joining cultural topics in treatment and therapy (Sue et al, 2009).

Culturally Responsive Teaching is an emerging field that focuses on student cultural backgrounds and experiences in the development of pedagogy. According to Kea (2013) cultural difference is the single largest difference in U.S. schools and also the most neglected. The goal of Culturally Responsive Teaching is to provide an equal opportunity for all students to learn in school, regardless of their gender, social class, ethnic, racial or cultural characteristics (Banks 2005). Ladson-Billings (1994) suggest that the historic failings of educators in educating non-white students is that educators attempt to insert culture into education rather than insert education into the culture. In other words, educators are not providing an equal multi-culturally relevant education by bringing tokens of culture such as food, national flags, or maps from around the world into the classroom alone. Although these actions promote a sense of multiculturalism, an education that is relative to a diversity of cultures is not necessarily being provided. Culturally Responsive Teaching attempts to bring the various experiences of the student’s cultural home life into the classroom. Schmidt (2005) identifies seven characteristics that must be incorporated into curriculum in order to provide culturally responsive instruction. These characteristics are high expectations,

I enjoyed reading your thoughtful discussion post on cultural competency of organizations and nurses. Your rationale for both the organization and the individual nurse being responsible to ensure culturally competent care was similar to mine. For example, I mentioned the need for nursing curriculums at all levels of nursing education to provide competency training (American Academy of Colleges of Nursing website, 2011).

Upon hearing the word culturally responsive classroom one envisions a class where the teacher “emphasizes a comfortable and academically enriching environment for students for all ethnicities, races, beliefs, and creeds.” (Lynch, Matthew 2011) Yet in reality most classrooms and schools are not culturally responsive in my area. Most schools are doing the best they can to differentiate instruction as well as make modifications and/or accommodations. However, as the number of diverse students rises, it our responsibility to educate ourselves on being culturally responsive.

To work effectively in a foreign community, it is crucial that short-term nurses have an understanding of culture, belief system, and their lifestyles. Nurses needs to be culturally competence in order to provide patient centered effective healthcare. Culture competence is the ability of healthcare professionals to understand the social, cultural and linguistic needs of patients in order to provide effective health care (Georgetown University Health Policy Institute, 2004).   A lack of culture competence can lead to poor patient outcome. For example, if a nurse has a poor understanding of a diabetic patient's diet, and food preference, that could inhibit the nurse's ability to educate patient to manage the disease.

Competency is something education and care services and educators strive for constantly. It is what a service must demonstrate to prove it is meeting or exceeding the National Quality Standard. But there is a special type of competency that all services must achieve to deliver high quality education and care to all children—cultural competency. Cultural competence is an essential practice of both the Early Years Learning Framework and the Framework for School Aged Care—My Time, Our Place. It is based on the principle contained in both frameworks—respect for diversity. Can educators and services ever truly become culturally competent? Many would say that achievement of this competency is always just beyond grasp. That is why the

This first chapter has quick insights of how Cultural Competence could be so effectively with children. What this chapter made me recognized is that it’s essential to building a relationship with students. As the text points that students may be more comfortable with a teacher of their own background, regardless of the teachers background the true success of having a learning environment is based on a sensitive, caring and committed teacher. Having teachers getting to know their students would be encouraging for a teacher-student relationship student might discovery acceptance and comfort in having someone who provides stability and structure by getting to know them. Additionally, teachers should not be scared to permit themselves to be taught

Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994). This approach to teaching encompasses how knowledge is both communicated and perceived by the students. The teacher must have a good relationship with the parents, have high expectations, learn about their students culture, have culturally mediated student-centered instruction, willing to reshape the curriculum, and be a facilitator in order to accomplish this method of teaching. These are key points a teacher must be willing to do if they intend to be an effective teacher especially in a highly culturally diverse area like central

1. I learnt that cultural responsiveness is a way reacting through cultural knowledge, recognizing the cultural heritage of different ethnic groups. It is an approach that is being used to empower and emancipate the Aboriginals.

The Culturally Proficient Professional: An Observation of a Leader in the Workplace Leader: Principal in a MS District Description of the Work Environment:

As with McIntosh and Tatum, Edmin believes that acknowledgement is key. If educators would acknowledge “that the ways they perceive, group, and diagnose students has a dramatic impact on student outcomes” (Edmin 10) then they could work towards change to create better outcomes for the students. Through this adoption of culturally relevant pedagogy, educations consider the culture of the student and what they bring to the classroom to determine the best way to teach them, similar to John Dewey’s pedagogy. When teachers only acknowledge their culture, they fail to appreciate others and view them as unimportant. This happened in the Carlisle School where its goal was to strip the Indians of their culture and replace it with American culture (Edmin

This article was an action research model. It was action research because the article used a variety of research methods. Research was based on emancipatory, developmental, and critical action research. These are all qualitative research methods. The research problem was how to ensure that prospective teachers become culturally responsive individuals.

Jacqueline Jordan Irvine starts off the video talking about culturally responsiveness and how people react to it. She talks about the reason that people relate everything to culture. World views, beliefs, language, values, morals, and more. Geneva Gay says that culture is a filter that we, as humans, make sense of the ordinary things. She says that culture can be grouped into two categories: visible and invisible. Visible culture relates to craft, music, art, and technology. They are considered important according to Geneva Gay, but she thinks the invisible cultures are more important. The Invisible cultures consist of values, beliefs, feelings, opinions, perspective and assumptions. The video then asks the question “Why is culturally relevant

The most basic level of cultural competency is an open mind. As an educator, I will be presented with a classroom full of diverse learners, each different from the next. It is my job to embrace their differences, maintain an open, productive attitude and have patience with my students as they share their cultures and values with me. Avoiding quick judgment is pertinent to a trusting, open, and healthy classroom environment that fosters acceptance and individuality. To be effective as an educator, I must be cognizant of my own ideologies. By articulating my own values, I am able to deconstruct them and recognize the cultural differences between each individual student and myself. Self-awareness will help me to make a conscious effort in avoiding bias and refraining from unintentionally holding stereotypical beliefs about identity markers than I do not relate to directly. By knowing my own morals and where I stand within my own culture, I am better able to understand the culture of others. I am able to recognize their ideologies and acquire a comprehensive knowledge of their culture. All of the foregoing stages of competency collectively develop into a set of cross-cultural skills that adapt one’s thinking and behavior to be effective in a multicultural situation, such as a classroom. By achieving success and proficiency in these areas, I will

cultural sensitivity frameworks. However, according to scholar Monique Constance-Huggins (2012), there are challenges in applying CRT to human services educators may likely resist implementing CRT into their curriculum because of existing program structure, lack of time to address it or may not be familiar with the theory itself. However, despite the challenges, it could be argued that CRT’s framework be considered to better address racism that appears to be plaguing society due to terrorism and globalisation.