![]() ![]() Before we can engage with any of these ideas, however, we must have a foundational understanding of what culture is and how it works. In future modules, we will explore what it means to be culturally competent and culturally humble, as well as what it looks like when we implement culturally relevant and culturally sustaining pedagogies. To move forward with our work, we need to add an understanding of the concept of culture. Up to this point, we have focused almost exclusively on race and racism. Articulate how culture manifests in your library.Describe the dominant (white) cultural ethos and its alternatives.Explain the concept of culture and its complexities.Additionally, in applying this model students learn a technique that is applicable in interrogating almost any system they are currently navigating or will navigate in the future.Module 8: Cultural Competence and Cultural HumilityĪfter working through this module, you will be able to: If students have a deeper understanding of the realities of the culture of schooling and its practices (such as testing), they can learn how to navigate and move within them with a greater social awareness and critical consciousness, and hopefully how to take action toward change. A key component of culturally relevant/responsive and social justice oriented education is to increase social awareness and encourage action. ![]() The goal would be to encourage the interrogation of the explicit (top 10%) and implicit (bottom 90%) messages and analysis of explicit (top 10%) and hidden (bottom 90%) agenda/curriculum inherent within the debate on the purposes and effectiveness of testing culture and its manifestation within the American school system. For example, given the continued emphasis on testing culture, teachers can use the iceberg model to lead students through an analysis of the dominant practices, policies and messages about testing. In engaging in this type of collaborative analysis and restructuring, teachers gain deeper insight into students' unique needs and students' voices are welcomed, privileged and prioritized in the construction of the learning environment and pedagogical practices.Ĭulture of Schooling Icebergs: I recommend this variation of the cultural iceberg as a means of helping teachers facilitate a dialogue and critical reflection of dominant messages, practices and ideologies in education/society that impact and shape the educational experiences. This is a great beginning of the year activity that privileges student voice right from the start, or at any point after if teachers notice that the culture needs a shift. experienced messages embodied in the current and desired classroom cultures on each iceberg and co-construct a new class-berg. Starting with observable teacher/student behaviors (top 10%), and moving down into the underlying practices, procedures (just below the surface) and ultimately the philosophies of teaching and learning and beliefs about the purpose of schools and education (bottom of the iceberg deep below the surface), the students and teacher can interrogate the intended vs. A suggestion might also be to allow students to work in groups creating two separate icebergs, one for the current classroom culture/climate and one for their vision of a more effective or desired classroom culture/climate. This will open a dialogue where the teacher can hear directly from the students about how to make the classroom a more effective learning environment from their vantage point. As a class you can compare the teacher's iceberg to the students' and discuss areas where the teacher's perception of the classroom culture does not align with the students' experience of it. The teacher should also complete an iceberg. Culture of the Classroom/School Icebergs: A second potential practice is a slight variation on the cultural iceberg in which students can create cultural icebergs focusing on the classroom and school community cultures. ![]()
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