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Terry
begins the workshop by explaining how cultural competence
can affect student achievement and success for all at Parker
Elementary, while cultural incompetence can have devastating
effects.
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The
staff rotates between sheets of paper adding to words which
describe media stereotypes of various groups of people (Native
American, Jewish, poor, etc.).
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Then
each table group is given a family identity of a minority
group, with each person taking on an identified role.
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In
addition to the family description, they also review the list
of media stereotypes that refer to their minority group.
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The
table groups get oriented to their family roles, based on
real situations in the Eugene area.
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Principal
Sharon Tabor reads her table group's family description.
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Then
the deluge begins - articles and news about minority experiences,
selected actual incidents which occured to these families.
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"Family"
members reflect on how this series of experiences makes them
feel; on sharing them, they discover that a common thread
of frustration & anger.
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Terry
invites "family" representatives to share with her
their frustrations with and suggestions for the school, which
can help change success rates for their "children."
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Back
in their table groups, staff members reflect on culturally
competent ways educators could have responded to their "family"
incidents.
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The
group activities end with sharing their reflections on culturally
competent and incompetent ways to respond to people in order
to increase their own sensitiviy and effectiveness.
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This
poster lists the reasons why Parker staff values developing
cultural competence.
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Examining
the many layered dimensions of diversity also increase cultural
awareness.
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Click
here to download a PDF page of Cultural Competence in Practice:
Considerations for the Classroom Teacher.
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