{"id":4918,"date":"2017-02-01T16:29:16","date_gmt":"2017-02-01T16:29:16","guid":{"rendered":"https:\/\/dev-tufts-provost.pantheonsite.io\/celt\/?page_id=4918"},"modified":"2017-08-23T20:25:27","modified_gmt":"2017-08-23T20:25:27","slug":"knowhow","status":"publish","type":"page","link":"https:\/\/provost.tufts.edu\/celt\/initiatives\/inclusive\/learning-about-inclusion\/knowhow\/","title":{"rendered":"Know How Your Own Background Influences Your Teaching"},"content":{"rendered":"

“We teach who we are.” – Parker Palmer<\/em><\/p><\/blockquote>\n

Cultural competence<\/h2>\n

Cultural competence is an ongoing process of examining\u00a0one\u2019s own attitude and values, and the acquisition of the values, knowledge, skills and attributes that will allow an individual to work appropriately in cross cultural situations.\u00a0(Adapted from Denboba, MCHB, 1993)\u00a0Cultural competence mandates that organizations, programs and individuals must have the ability to:<\/p>\n

    \n
  1. value diversity and similarities among all peoples;<\/li>\n
  2. understand and effectively respond to cultural differences;<\/li>\n
  3. engage in cultural self-assessment at the individual and organizational levels;<\/li>\n
  4. make adaptations to the delivery of services and enabling supports; and<\/li>\n
  5. institutionalize cultural knowledge.<\/li>\n<\/ol>\n

    \"\"Reflection 1<\/em>\u00a0<\/em><\/strong><\/p>\n

    Take this short\u00a0cultural competence self assessment<\/a>.<\/p>\n

    \"\"Reflection 2<\/em><\/strong><\/p>\n

    Save this PDF to your desktop and respond to the questions on this Self-development Checklist for Inclusive Teaching.<\/a><\/p>\n

    Resources<\/h3>\n

    For a deeper explanation of intercultural sensitivity, check out Milton Bennett\u2019s\u00a0Model of Intercultural Sensitivity<\/a><\/p>\n

    \n

    Implicit Bias<\/h2>\n

    \u201cAlso known as implicit social cognition, implicit bias refers to the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner.\u00a0 These biases, which encompass both favorable and unfavorable assessments, are activated involuntarily and without an individual\u2019s awareness or intentional control.\u00a0 Residing deep in the subconscious, these biases are different from known biases that individuals may choose to conceal for the purposes of social and\/or political correctness.\u00a0 Rather, implicit biases are not accessible through introspection.<\/p>\n

    The implicit associations we harbor in our subconscious cause us to have feelings and attitudes about other people based on characteristics such as race, ethnicity, age, and appearance.\u00a0 These associations develop over the course of a lifetime beginning at a very early age through exposure to direct and indirect messages.\u00a0 In addition to early life experiences, the media and news programming are often-cited origins of implicit associations.\u201d From the\u00a0Kirwan Institute at Ohio State University:\u00a0Understanding Implicit Bias<\/a><\/p>\n

    \"\"Reflection<\/strong><\/em><\/p>\n

    We all have bias.\u00a0To understand some of your own biases, take one of the tests developed by Project Implicit at Harvard University:\u00a0https:\/\/implicit.harvard.edu\/implicit\/takeatest.html<\/a><\/p>\n

    Resources<\/h3>\n

    Listen to this NPR piece on\u00a0How the Concept of Implicit Bias Came into Being<\/a>.<\/p>\n

    \n

    Privilege<\/h2>\n

    In 1988, Peggy McIntosh wrote an article that became the launching pad for thinking about how privilege works.<\/p>\n

    \u201cPrivilege exists when one group has something of value that is denied to others simply because of the groups they belong to, rather than because of anything they\u2019ve done or failed to do. Access to privilege doesn\u2019t determine one\u2019s outcomes, but it is definitely an asset that makes it more likely that whatever talent, ability, and aspirations a person with privilege has will result in something positive for them.\u201d ~Peggy McIntosh, 1988<\/p>\n

    \"\"Reflection 1<\/em><\/strong><\/p>\n

    \u00a0This list of questions<\/a>\u00a0from the Safe Zone Project will help you explore identity and privilege from your personal experience, and help you consider how they might impact you and your teaching.<\/p>\n

    \"\"Reflection 2<\/em><\/strong><\/p>\n

    Check Your Privilege<\/a>\u00a0After you take the quiz, watch this short video of students who took the quiz as well! See their reactions.\u00a0https:\/\/www.youtube.com\/watch?v=0UmowwMivyU<\/a><\/p>\n

    Resources<\/h3>\n

    Read Peggy McIntosh’s classic article\u00a0White Privilege: Unpacking the Invisible Backpack\u00a0<\/a>; To explore other ways in which privilege plays out, visit this site:\u00a0Privilege Lists<\/a><\/p>\n

    The New Yorker:\u00a0The Origins of Privilege<\/a>\u00a0; The Huffington Post:\u00a0Explaining White Privilege to a Broke White Person<\/a><\/p>\n

    \n

    Identities and Intersectionality<\/h2>\n

     <\/p>\n

    \"Intersectionality<\/a>

    Intersectionality: A Fun Guide (Miriam Dobson)<\/p><\/div>\n

    The concept of intersectionality recognizes that people can be privileged in some ways and definitely not in others. Intersectionality\u00a0refers to how a diverse set of identities intersect and affect the lived experience and well-being of each student as a whole person. Intersecting identities include race, gender, religion, sexual orientation, ability or disability, socioeconomic status, first-generation status, and more. The salience of one identity over another changes with time and with context.<\/p>\n

    \"\"Reflective Exercise<\/strong>\u00a0<\/em>\u00a0Mapping Your Identities<\/a><\/p>\n

    Resources<\/h3>\n

    Watch this\u00a0TED Talk<\/a>: “Now more than ever, it’s important to look boldly at the reality of race and gender bias \u2014 and understand how the two can combine to create even more harm. Kimberl\u00e9 Crenshaw uses the term “intersectionality” to describe this phenomenon; as she says, if you’re standing in the path of multiple forms of exclusion, you’re likely to get hit by both. In this moving talk, she calls on us to bear witness to this reality and speak up for victims of prejudice.\u201d<\/p>\n

    Read this 1993 article in the Stanford Law Review by Kimberl\u00e9 Crenshaw: Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color.<\/a><\/p>\n

    \n
    \n<\/div>\n
    \n

    Back to:<\/strong><\/p>\n

    Learning: What Do I Need To Know?<\/a><\/p>\n

    Changing: How Do I Get Started?<\/a><\/p>\n

    Assessing: Is it Making an Impact?<\/a><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

    “We teach who we are.” – Parker Palmer Cultural competence Cultural competence is an ongoing process of examining\u00a0one\u2019s own attitude and values, and the acquisition of the values, knowledge, skills and attributes that will allow… Read More<\/a><\/p>\n","protected":false},"author":30,"featured_media":0,"parent":4519,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"yoast_head":"\nKnow How Your Own Background Influences Your Teaching - Center for the Enhancement of Learning and Teaching<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/provost.tufts.edu\/celt\/initiatives\/inclusive\/learning-about-inclusion\/knowhow\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Know How Your Own Background Influences Your Teaching - 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