Skip to main content

Day 36 Defining Cultural Humility


Source: 
Waters, A. & Asbill, L. (2013, August). Reflections on cultural humility. CYF NEWS: American Psychological Association. Retrieved from http://www.apa.org/pi/families/resources/newsletter/2013/08/cultural-humility.aspx

What is Sacred:
I have been sitting on this little one page article for months and I'm not sure why. I kept reading and re-reading the first line, knowing that I was going to use it, but it has been an open tab on my Chrome for a long time. 

This is a short definition piece for cultural humility. It is the written elevator speech that helps to define what I am trying to do and what I need to do. 

So nutshell of an already shortened piece:
Cultural humility - "ability to maintain an interpersonal stance that is other-oriented (or open to the other) in relation to aspects of cultural identity that are most important to the [person]" (Hook, Davis, Owen, Worthington, & Utsey, 2013, p.2). 
3 factors guide a sojourner toward cultural humility
  1. lifelong commitment to self-evaluation and self-critique - we never arrive at a point where we are done learning. Therefore,  we must be humble and flexible, bold enough to look at ourselves critically and desire to learn more. Understanding is only as powerful as the action that follows (Tervalon & Murray-Garcia, 1998).
  2. desire to fix power imbalances where none ought to exist (Tervalon & Murray-Garcia, 1998).
  3. aspiring to develop partnerships with people and groups who advocate for others - we cannot individually commit to self-evaluation and fixing power imbalances without advocating within the larger organizations in which we participate. It is larger than our individual selves (Tervalon & Murray-Garcia, 1998). 

Connections to Current/Future Work:
 I am incorporating reflection and the "what you going do" aspect of self-reflection in my courses this year. I think I want to use video for those conversations.

I think I need to be more clear about power imbalances in my writing even though I don't always want to do that. There is a fine balance between informing and whining.

I am definitely working on building relationships with groups in the community who do this type of work and bringing a little 'ai māmā to the table so that I can then ask for kōkua.

Comments

Popular posts from this blog

Kino (an indigenous logic model): post 1 of 4

Passion I have. What I need is to practice my elevator speeches, those short informative program synopses that can be done in the time it takes to ride the elevator.  Of course it will take me 4 posts. Post 1: The honua: building on solid ground The Alana culture-based education course is graphically depicted by the above logic model. The honua (green box), the earth, represents the mo'ok ūauhau, the geneology of this program that informs and guides the building of this course. Dr. Shawn Kanaʻiaupuni and her team lay the foundation for culture-based education (CBE) modeling and immersion within the course. Dr. Walter Kahumoku and Keiki Kawaiʻaeʻa, in consultation with Dr. Bernice McCarthy (4Mat) bring to the geneology the work of moenahā, a curriculum planning concept based on the way kupuna taught. Makawalu, literally eight eyes, is a concept practiced by Kaʻimipono Kaiwi and her teachers at Kamehameha Kapālama to encourage multiple perspectives in the standards-b

Tech Tools to Support Formative Assessment in the Classroom

  Source:  Dyer, K. (Jan. 31, 2019). 75 digital tools and apps teachers can use to support formative assessment. NWEA blog . What is sacred: Normally, when I read an article that I am going to use for class, I highlight citations that are sacred, but this is a different type of article, so what I wanted to do was keep track of apps that I tried in class or am trying and use Dyer's own lens to talk about worth and value in my own classroom. I cannot do 75. I will do 5. Her criteria: S upports formative instructional strategies and ways to activate learners to be resources for themselves and peers Is free or awful close to it (under $10 per year, where possible) When possible, both students and teachers can take the activator role (sometimes teachers need to get things started) 1. Flipgrid  allows you, students, families to do a video response (from 15 seconds to now 10 minutes - I love a good upgrade). New in 2020 besides the added time - it used to be maxed at 5 minutes - is the a

Visual Synectics Strategy: Beyond the Icebreaker

To get professional conversations going, one strategy is the visual synectics strategy. The purpose is to select a visual and generate comparisons as a way to foster professional conversations within the table. Our visual options were: Martin Luther King Jr., Dorothy Gale from The Wizard of Oz , Peter Falk from Columbo , Michael Jordan, Winston Churchill, Oprah Winfrey. The cloze passage for the day was: Learning with other professional educators is like_______________ because_______________. Our tongue in cheek response: Learning with other professional educators is like Dorothy because sometimes we need to realize that we're just not in Kansas anymore, embrace the change, learn through the process, and only then can we find our way back home. Why is this strategy  better than an icebreaker? It's not busy work. It guides participants to start thinking as a professional. It's not personal. The word icebreaker connotes that there is ice to be broken. People