Cultural Competency Action Plan
Introduction
Cultural competence is the process of focusing continually on learning about, appreciating, and accepting other cultures so as to be able to incorporate various world views into the problem solving process (Kumagai & Lypson, 2009). One way to do that in the field of education is to bring diverse families into the forum of educational discourse so as to unlock the hidden potential that teachers, parents and community leaders can achieve when they collaborate (Thiers, 2017). This paper examines trends that have increased the need for cultural competence in schools, namely globalization and the call for social justice; it then looks at how these trends have impacted schools. Finally, it provides an action plan for Butler College Prep in Chicago, Illinois, by discussing policies to change, training to be provided for staff and faculty, and a timeframe for initiation.
Trends that Have Increased the Need for Cultural Competence in Schools
Globalization
Globalization is the process whereby polities, economies, institutions and actors at all levels of society become increasingly connected across national borders (Robertson, 2015, p. 4). One reason for this interconnectedness is the integration of trade around the world. Another is the growing policy of having open borders, as is the case in the EU; open borders facilitates immigration and the diversification of communities (Burridge, 2010). While the US does not have an open borders policy per se, it does have a porous border. Communities have become more diverse over the decades, which means schools need educators and staff who are culturally competent so that they can respond to the various issues and needs of a diverse student body and community. Schools that fail to account for this diversity and focus only on the majority population, marginalize the rest and fail to consider what James 2:1 states, My brothers, show no partiality as you hold the faith in our Lord Jesus Christ, the Lord of glory.
Increasing Need for Social Justice
There is also an increasing call for social justice, which means that underserved populations should be respected and appreciated more than they are. Social justice necessitates cultural competency because of the fact that disparities exist in education, jobs, living standards, and socioeconomic development (Kumagai & Lypson, 2009). By neglecting these underserved populations, schools do a disservice to them. From the Christian perspective, this is not the way to live. Romans 12:16 tells us, Live in harmony with one another. Do not be haughty, but associate with the lowly. Never be wise in your own sight. In other words, everyone should be treated as equals, as brothers and sisters.
How These Trends Have Impacted Schools
These trends have impacted schools in two ways: on the one hand, they have increased the need for cultural competency among faculty and staff as schools themselves are now more diverse than before; on the other hand, because schools have not addressed these trends to their fullest there is an increasing call for more social justice. Scripture is clear how schools should proceed. 1 Corinthians 14:26 states, What then, brothers? When you come together, each one has a hymn, a lesson, a revelation, a tongue, or an interpretation. Let all things be done for building up. This means that schools should be representing their communities inclusively and welcoming everyone into one body, for there are doubtless many different languages in the world, and none is without meaning (1 Cor 14:10). Additionally, just as the body is one and has many members, and all the members of the body, though many, are one body, so it is with Christ. For in one Spirit we were all baptized into one bodyJews...
…of mandated community service for faculty and staff and why it is important. Accountability should then be emphasized by discussing the code of ethics that the school will be applying. The next steps in the training should then be to focus on leadership styles and skills that will be applicable and how to work effectively in teams. This should be organized within the context of community leadership and social justice activism, as the aim of this training will be to help faculty and staff organize and lead within the framework of community service. This should be done in a hopeful and helpful spirit, as Isaiah 43:8-9 states: Bring out the people who are blind, yet have eyes, who are deaf, yet have ears! All the nations gather together, and the peoples assemble. Who among them can declare this, and show us the former things? Let them bring their witnesses to prove them right, and let them hear and say, It is true.Timeframe
The timeframe for this training should not be long: the key is to get faculty and staff moving in the right direction; thus, three weeks of training, realistically, is all that is needed to help faculty and staff see the importance of the vision, acquire the necessary passion, become familiar with key leadership styles and concepts, and gain understanding of how to work in teams. This will be a three-week crash course during the summer month of August, prior to school reconvening for the new school year. Faculty and staff will participate in morning training sessions lasting from 9 am to 12 noon. Lunch should be provided to faculty and staff, and they should have the rest of the day to discuss, collaborate and coordinate amongst themselves any and ll action plans that they are inspired to pursue as part…
References
Burridge, A. (2010). Youth on the line and the No Borders movement. Children'sGeographies, 8(4), 401-411.
Kumagai, A. K., & Lypson, M. L. (2009). Beyond cultural competence: criticalconsciousness, social justice, and multicultural education. Academic medicine, 84(6), 782-787.
Miller, T. (2011). Dream of a nation: Inspiring ideas for a better America. Asheville,NC. Fourth Edition. SEE Innovation.
Noble Efforts Change Lives. (2018). Butler College Prep. Retrieved from http://butlercollegeprep.noblenetwork.org/
Robertson, A. (2015). Media and politics in a globalizing world. John Wiley & Sons.
School Performance. (2017). Illinois Network of Charter Schools. Retrieved from https://www.incschools.org/about-charters/school-performance/ Thiers, N. (2017). Unlocking Families' Potential: A Conversation with Karen L.
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