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Culturally Proficient Education: An Asset-Based Response to Conditions of Poverty / Edition 1 available in Paperback, NOOK Book
- ISBN-10:
- 1412970865
- ISBN-13:
- 9781412970860
- Pub. Date:
- 04/14/2010
- Publisher:
- SAGE Publications

Culturally Proficient Education: An Asset-Based Response to Conditions of Poverty / Edition 1
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Overview
Develop culturally proficient policies and practices that create opportunities for students of poverty!
Countering the perspective that students from poverty come to school with deficits that prevent them from learning, this resource offers educators the knowledge and skills to maximize educational opportunities for all students, independent of students’ socioeconomic status. Using the framework of cultural proficiency, this guide features:
- An examination of how poverty intersects with other groupings, including race, ethnicity, and language acquisition
- Research-based teaching strategies that draw on student strengths and assets
- Vignettes and case studies
- Reflective activities for understanding your own assumptions and values regarding equity
Product Details
ISBN-13: | 9781412970860 |
---|---|
Publisher: | SAGE Publications |
Publication date: | 04/14/2010 |
Pages: | 161 |
Product dimensions: | 6.90(w) x 9.90(h) x 0.60(d) |
Age Range: | 3 Months |
About the Author
Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. Prior to that he served for seventeen years at California State University, Los Angeles in the Division of Administration and Counseling. All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on Cultural Proficiency. Most recent publication is The Cultural Proficiency Manifesto: Finding Clarity Amidst the Noise.
Michelle S. Karns, MPA, is an educational consultant with over 30 years’ experience in school support and reform, including speaking before the United Nations at the World Conference on Children in 1995. Working with students, administrators, and teachers in districts through the United States and Canada, Michelle helps create the conditions for all students to learn and makes academic success complemented by social and emotional health a reality. She is especially successful working in under-resourced, minority districts that are experiencing internal and external challenges. Michelle combines current academic research and resiliency research in support of hundreds of Title I schools achieving equity and excellence. She is an author of several books and multiple educational reform articles and works to help students and teachers build positive relationships and meet their academic and personal success goals. She is an avid advocate of parents as partners in school reform and is diligent in making that process possible for her districts.
Keith T. Myatt, Ed.D., recently retired as a full time Instructor from the School Leadership Programs at California State University, Dominguez Hills. Prior to that he worked at the Los Angeles County Office of Education in Educational leadership Services as a director in the California School Leadership Academy. He is coauthor of Cultural Proficient Education: An Asset-Based Response to Conditions of Poverty. He has been providing seminars in blending the Tools of Cultural Proficiency and the skills of Coaching for those who provide support for candidates seeking their professional Credentials. He has also been involved in the last few years in the development and assessment of the California Administrator Performance Assessment. Keith and his wife Trina have been spending most of their time lately traveling and enjoying time with family and friends.
Table of Contents
Foreword Dennis Parker viii
Acknowledgments x
About the Authors xii
Introduction 1
Part I Why Poverty and Cultural Proficiency? 5
1 Asset-Based Approaches to Students From Low-Income or Impoverished Communities 9
Getting Centered 9
The Intent of This Chapter 11
Poverty in Our Communities and Schools 12
Asset or Deficit Perspectives? 15
Recognizing Our Perspectives: Deficit- or Asset-Based? 17
The Promise of Culturally Proficient Approaches 22
Going Deeper 26
2 The Middle Class School in Communities of Poverty 28
Getting Centered 28
The Intent of This Chapter 30
Faces in the History of Poverty 30
Accountability: For Whom? 36
Four Stories Repeated Throughout Canada and the United States 38
Schools as Middle Class Entities: "Saving the Poor" 46
Cultural Proficiency as an Asset-Based Approach 47
Going Deeper 48
3 The Cultural Proficiency Tools Build on Assets 49
Getting Centered 49
Building on Other's Assets: Cultural Proficiency's Inside-Out Process 52
Cultural Proficiency Represents a Paradigm Shift for Viewing Poverty 53
Cultural Proficiency as a Lens 54
The Cultural Proficiency Tools 55
Cultural Proficiency and Resiliency: Educators and Students 62
Going Deeper 65
Part II Prosocial School Applications 67
4 Culturally Proficient Pedagogy 69
Getting Centered 69
Pine Hills High School's Socioeconomic Context 70
Intent of This Chapter 71
Beginning the Inside-Out Process 71
We Create Conditions for Learning 74
Culturally Competent Praxis 84
10 Tenets for Asset-Based Learning 87
Going Deeper 92
5 Culturally Proficient Leadership Support for Instruction 93
Getting Centered 93
Intent of This Chapter 96
Leadership for Learning 96
Reflective and Dialogic Questions 98
Going Deeper 114
6 Policy Development to Ensure and Support Teaching and Learning 115
Getting Centered 115
The Intent of This Chapter 119
Culturally Proficient Policy Development in Two Steps 120
Adaptive Leadership 122
Going Deeper 128
Part III A Call to Action 129
7 A Call to Action: The Time Is Now 131
Our Invitation to You 131
Personal and Organizational Change 131
Your Personal Journey: Issues of Low-Income and Impoverished Communities 133
Next Steps: Being Intentional 135
A Conversation That Matters 136
Resources
A Cultural Proficiency Conceptual Framework 138
B State Teachers' Association Retreat Script 140
C Taniko'sPoem 144
D How to Use the Cultural Proficiency Books 147
References 149
Suggested Additional Readings 155
Index 158