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Coles 10 Steps to Cultural Proficiency at Village Green Shopping Centre in Vernon, BC
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In an era where schools are becoming more segregated by programs, tracking, and opportunities, we must think about the inequities that exist and the ways we are addressing them. We must consider the frame of reference of the stakeholders that exist in our local schools; our state senators and assemblymen, our district employees, our city government, our local schools, our colleagues, our families, but most of all our students whom we have signed up to serve. Although our goal of educating all students is the same, we all carry different perspectives on how to reach that goal and what equity truly means. Thus, in examining the road to being culturally proficient, this book offers 10 steps educators and other stakeholders can use to address the issues that exist between the dominant culture and the other; gain a better understanding of culture, privilege, and learners' thought processes; and ultimately obtain tools to implement immediately and change their environment.
In an era where schools are becoming more segregated by programs, tracking, and opportunities, we must think about the inequities that exist and the ways we are addressing them. We must consider the frame of reference of the stakeholders that exist in our local schools; our state senators and assemblymen, our district employees, our city government, our local schools, our colleagues, our families, but most of all our students whom we have signed up to serve. Although our goal of educating all students is the same, we all carry different perspectives on how to reach that goal and what equity truly means. Thus, in examining the road to being culturally proficient, this book offers 10 steps educators and other stakeholders can use to address the issues that exist between the dominant culture and the other; gain a better understanding of culture, privilege, and learners' thought processes; and ultimately obtain tools to implement immediately and change their environment.
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