Cultural Proficiency: A Manual for School Leaders
(Sprache: Englisch)
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Inhaltsverzeichnis zu „Cultural Proficiency: A Manual for School Leaders “
Foreword to the Third Edition by Darline P. RoblesForeword to the Second Edition by Carl A. CohnForeword to the First Edition by Asa G. Hilliard, IIIPrefaceAcknowledgmentsAbout the AuthorsPart I. Understanding Cultural Proficiency1. Cultural Proficiency Cultural Proficiency - An Inside-Out Approach to Difference The Four Tools A Historical Context What's In It For Us? Learning and Teaching Effectively Living in a Global Community Participating in the Community Providing Leadership The Case Rolling Meadows Unified School District Coolidge Unified School District Resources for Developing Culturally Proficient Leaders Read the Text First The Matrix Going Deeper Reflection2. A Cultural and Historical Context for Our Unfolding Democracy An Inside-Out Approach What it Takes Culture is . . . What Happened to Race? The Legacy of Segregation and Exclusion A History of Caste in the U.S. Labels for Historically Oppressed People Segregation to Cultural Proficiency Culture and History Provide Perspective Going Deeper3. Leadership for Today's Schools Our Journey and Culturally Proficient Leaders Transformational Leadership Formal and Nonformal Leaders Collaborative Leadership Culturally Proficient Leadership So, Where Do You Start? Going Deeper Reflection4. Framing Your Work With the Cultural Proficiency Tools Inside-Out Change Cultural Proficiency Conceptual Framework The Four Tools of Cultural Proficiency Going Deeper ReflectionPart II. Using the Tools of Cultural Proficiency5. The First Tool: Overcoming Barriers Barriers to Cultural Proficiency This Chapter is for Everyone Caveat: Systemic Oppression Caveat: Privilege and Entitlement Caveat: Unawareness of the Need to Adapt Changing Educational Practices Culturally Proficient Educators Overcoming Resistance Very Good News Going Deeper Reflection6. The Second Tool: The Guiding Principles of Cultural Proficiency The Guiding Principles of Cultural Proficiency Cultural
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Proficiency as Expression of Values Principle: Culture is Ever Present Principle: People are Served in Varying Degrees by the Dominant Culture Principle: People Have Group Identities and Personal Identities Principle: Diversity Within Cultures Is Important Principle: Each Group Has Unique Cultural Needs that Must be Respected Principle: The Family, as Defined by each Culture, is the Primary System of Support in the Education of Children Principle: People Who are not Part of the Dominant Culture Have to be at Least Bicultural Principle: Inherent in Cross-cultural Interactions are Social and Communication Dynamics that must be Acknwledged, Adjusted to, and Accepted Principle: The School System must Incorporate Cultural Knowledge into Practice and Policy Making Make it Count Going Deeper Reflection7. The Third Tool: The Cultural Proficiency Continuum The Continuum Going Deeper Reflection8. The Fourth Tool: The Essential Elements The Essential Elements of Cultural Proficiency Analyzing School Leadership Going Deeper ReflectionPart III. Making the Commitment to Cultural Proficiency9. The Case: One Last LookMatrix: How to Use Cultural Proficiency BooksResourcesIntroduction to Resource ActivitiesResource A. Understanding Diversity Activity 1. A Few Definitions Activity 2. Telling Your Story Activity 3. Diversity in Your Life Activity 4. Stand Up Activity 5. Line Up Activity 6. Demographics Activity 7. StarpowerResource B. Getting to Know Myself Activity 1. Journaling Activity 2. Diversity Lifeline Activity 3. Name Five Things Activity 4. Who are You? Activity 5. Who am I? Activity 6. Cultural Portrait Activity 7. Personal Stereotypes I Activity 8. Personal Stereotypes II Activity 9. Process of Personal Change Activity 10. Seven Dynamics of Change Activity 11. Paradigms Activity 12. Strength BombardmentResource C. Getting to Know Your Colleagues and Your Organization Activity 1. Introductory Grid Activity 2. Cultural Perceptions Activity 3. What's Your Name Activity 4. Totems or Crests Activity 5. Family Portrait Activity 6. Group Stereotypes Activity 7. Circle of History Activity 8. Storytelling Activity 9. Voices that Resonate Activity 10. Needs AssessmentResource D. Understanding Power and Privilege Activity 1. Barriers to Cultural Proficiency Activity 2. Culturally Incompetent Organizations Activity 3. Privilege and Entitlement Survey Activity 4. Listening and Hearing Activity 5. Seven Minute DayResource E. Going Deeper with the Principles Activity 1. Guiding Principles Discussion Starters Activity 2. Family Values Activity 3. My Work Values Activity 4. Managing Conflict with Our Core Values Activity 5. Examining Your Organizational ValuesResource F. Going Deeper with The Continuum Activity 1. The Cultural Proficiency Continuum Activity 2. Exploring Behaviors Along the ContinuumResource G. Going Deeper with the Essential Elements Activity 1. Understanding the Essential Elements Activity 2. Essential Elements of Culturally Proficient Leaders Activity 3. Cultural Competence Self AssessmentReferencesIndex
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Autoren-Porträt von Randall B. Lindsey, Kikanza Nuri Robins, Raymond D. Terrell
Randall B. Lindsey is principal associate of The Robins Group. He is professor emeritus at California State University, Los Angeles, where he served as chair of the Division of Administration and Counseling in the School of Education. He has served as a junior and senior high school teacher of history and as an administrator of school desegregation and staff development programs. He has worked extensively with school districts as they plan for and experience changing populations.
Bibliographische Angaben
- Autoren: Randall B. Lindsey , Kikanza Nuri Robins , Raymond D. Terrell
- 2009, 318 Seiten, Maße: 17,5 x 25,1 cm, Kartoniert (TB), Englisch
- Verlag: CORWIN PR INC
- ISBN-10: 141296363X
- ISBN-13: 9781412963633
Sprache:
Englisch
Rezension zu „Cultural Proficiency: A Manual for School Leaders “
"The tools of cultural proficiency outlined in this book have provided the foundation upon which we are building our state educational leadership system. We believe that culturally proficient school leaders can close the educational achievement gap in Massachusetts."
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