Multicultural Competencies for StudentsAll Students should have both curricular and programmatic opportunities to develop a skill base (multicultural competencies) that will

enable them to play an important role in creating a school community that is inclusive - meaning welcoming and affirming for all

equip them with the understanding and skills to be mobilized as global citizens acting as agents of social change.

Skill Set A - affirms diversity (identity) - an ability to:1. communicate and to share personal stories about issues of diversity

2. participate in safe, open, and real dialogue around issues of diversity both in and outside of the classroom

3. listen supportively (versus “reacting”) when discussing issues of human differences

4. recognize and to empathize with the life experiences of others and to bridge the gap between these “multiple realities”

5. learn about one’s own identity development, and to support the identity development of other students (across race, culture, gender, class, sexual orientation, etc.)

Skill Set B - encourages critical thinking (lens awareness) - an ability to:1. recognize and to rethink the “lens” through which each of us views diversity (decode

socialization)

2. understand how human behavior and relationships have been affected by historic and current oppression and inequity

3. acquire an understanding of systems of social privilege

4. be aware of and respond to biased cultural norms

5. critically analyze the media and its reporting of diversity and cross-cultural related news items

Skill Set C - gives students hands-on opportunities - (practice) - an ability to:1. become “allies” (not to deny or avoid differences, but learn more about what it means to

truly support each other across lines of human differences)

2. intentionally breakdown school culture and its affects on all students (who is automatically in, who is automatically out - why?)

3. intentionally seek out new learning from the cultural diversity present in every classroom, and to contribute to the rich exchange of cross-cultural learning within each classroom

4. apply all multicultural competencies to involvement in social action and participation in effective local community and global citizenship

5. function as social justice-oriented citizens doing more than participating in established systems and community structures, but

critically assessing established social, political, and economic structures, exploring strategies for change that address root causes of injustice and inequity, and acting to solve root causes of injustice and inequity within established

systems and structures.

Beaver Country Day School (revised 6/12/08) http://iteach.ning.com

Cycle of Socialization

Created by B. Harro (1982). Referenced in Adams, et al. 1997 Teaching for Diversity and Social Justice

Resulting in:

Silence, anger, dehumanization, guilt, self-

hatred, stress, violence, crime,…

Reinforced/bombarded with messages from:

Institutions (churches, schools, tv, legal system, medicine, business,…)

Culture (lyrics, language, media, patterns of thought)

On conscious and unconscious levels

FearIgnoranceConfusionInsecurity

Born into world with mechanics in placeNo consciousness

No guilt, no choiceMisinformation

BiasesStereotypesPrejudices

HistoryHabit

Tradition

Lens of Identity

Lens of Experience

Socialized –taught on a personal level by family, teachers, people we love and trust –shapers of expectations, norms, values, roles, rules

EnforcedStigmatized

Rewards and Punishments

PrivilegePersecution

DiscriminationEmpowerment

Do nothing

Don’t make waves

Promote status quo

ChangeRaise consciousnessInterruptEducateTake a standQuestionReframe