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Foreword to the Third Edition | p. x |
Foreword to the Second Edition | p. xii |
Foreword to the First Edition | p. xiv |
Preface to the Third Edition | p. xvi |
About the Authors | p. xix |
Understanding Cultural Proficiency | p. 1 |
Cultural Proficiency | p. 2 |
Cultural Proficiency: An Inside-Out Approach to Difference | p. 3 |
The Four Tools | p. 4 |
A Historical Context | p. 7 |
What's in It for Us? | p. 12 |
Learning and Teaching Effectively | p. 12 |
Living in a Global Community | p. 13 |
Participating in the Community | p. 13 |
Providing Leadership | p. 14 |
The Case | p. 14 |
Resources for Developing Culturally Proficient Leaders | p. 17 |
Read the Text First | p. 18 |
The Matrix | p. 19 |
Going Deeper | p. 19 |
Reflection | p. 20 |
A Cultural and Historical Context for Our Unfolding Democracy | p. 22 |
An Inside-Out Approach | p. 23 |
What It Takes | p. 24 |
Culture Is... | p. 24 |
What Happened to Race? | p. 27 |
The Legacy of Segregation and Exclusion | p. 29 |
A History of Caste in the United States | p. 31 |
Labels for Historically Oppressed People | p. 34 |
From Segregation to Cultural Proficiency | p. 37 |
Culture and History Provide Perspective | p. 41 |
Going Deeper | p. 42 |
Reflection | p. 42 |
Leadership for Today's Schools | p. 43 |
Our Journey With Culturally Proficient Leaders | p. 44 |
Transformational Leadership | p. 46 |
Formal and Nonformal Leaders | p. 48 |
Collaborative Leadership | p. 50 |
Culturally Proficient Leadership | p. 52 |
So Where Do You Start? | p. 55 |
Going Deeper | p. 56 |
Reflection | p. 56 |
Framing Your Work With the Cultural Proficiency Tools | p. 57 |
Inside-Out Change | p. 58 |
Cultural Proficiency Conceptual Framework | p. 59 |
The Four Tools of Cultural Proficiency | p. 61 |
Going Deeper | p. 65 |
Reflection | p. 66 |
Using the Tools of Cultural Proficiency | p. 67 |
The First Tool: Overcoming Barriers | p. 68 |
Barriers to Cultural Proficiency | p. 69 |
This Chapter Is for Everyone | p. 71 |
Caveat: Systemic Oppression | p. 71 |
Caveat: Privilege and Entitlement | p. 75 |
Caveat: Unawareness of the Need to Adapt | p. 83 |
Changing Educational Practices | p. 84 |
Culturally Proficient Educators | p. 85 |
Overcoming Resistance | p. 92 |
Very Good News | p. 94 |
Going Deeper | p. 94 |
Reflection | p. 96 |
The Second Tool: The Guiding Principles of Cultural Proficiency | p. 97 |
The Guiding Principles of Cultural Proficiency | p. 98 |
Cultural Proficiency as an Expression of Values | p. 100 |
Principle: Culture Is Ever Present | p. 101 |
Principle: People Are Served in Varying Degrees by the Dominant Culture | p. 101 |
Principle: People Have Group Identities and Personal Identities | p. 102 |
Principle: Diversity Within Cultures Is Important | p. 103 |
Principle: Each Group Has Unique Cultural Needs That Must Be Respected | p. 104 |
Principle: The Family, as Defined by Each Culture, Is the Primary System of Support in the Education of Children | p. 105 |
Principle: People Who Are Not Part of the Dominant Culture Have to Be at Least Bicultural | p. 106 |
Principle: Inherent in Cross-cultural Interactions Are Social and Communication Dynamics That Must Be Acknowledged, Adjusted to, and Accepted | p. 106 |
Principle: The School System Must Incorporate Cultural Knowledge Into Practice and Policymaking | p. 107 |
Make It Count | p. 108 |
Going Deeper | p. 108 |
Reflection | p. 109 |
The Third Tool: The Cultural Proficiency Continuum | p. 110 |
Macro- and Microaggressions | p. 113 |
The Continuum | p. 114 |
Going Deeper | p. 122 |
Reflection | p. 122 |
The Fourth Tool: The Essential Elements | p. 123 |
The Essential Elements of Cultural Proficiency | p. 125 |
Analyzing School Leadership | p. 133 |
Going Deeper | p. 135 |
Reflection | p. 135 |
Making the Commitment to Cultural Proficiency | p. 137 |
The Case: One Last Look | p. 138 |
Going Deeper | p. 155 |
Reflection | p. 156 |
Matrix: How to Use the Cultural Proficiency Books | p. 157 |
Resources | p. 159 |
Introduction to Resource Activities | p. 160 |
Do Your Own Work | p. 160 |
Believe It | p. 161 |
Be Able to Work Without the Script | p. 161 |
Set the Tone | p. 161 |
Take Time to Process | p. 161 |
Use Small Groups | p. 161 |
Work in Teams | p. 162 |
Develop Your Own Style | p. 162 |
Be Prepared for Trouble | p. 162 |
Have Fun | p. 163 |
Understanding Diversity | p. 164 |
A Few Definitions | p. 165 |
Telling Your Stories | p. 167 |
Diversity in Your Life | p. 170 |
Stand Up | p. 172 |
Line Up | p. 174 |
Demographics | p. 177 |
StarPower | p. 179 |
Getting to Know Myself | p. 181 |
Journaling | p. 182 |
Diversity Lifeline | p. 184 |
Name Five Things | p. 186 |
Who Are You? | p. 188 |
Who Am I? | p. 190 |
Cultural Portrait | p. 192 |
Personal Stereotypes I | p. 194 |
Personal Stereotypes II | p. 196 |
The Process of Personal Change | p. 198 |
Seven Dynamics of Change | p. 201 |
Paradigms | p. 205 |
Strength Bombardment | p. 208 |
Getting to Know Your Colleagues and Your Organization | p. 211 |
Introductory Grid | p. 212 |
Cultural Perceptions | p. 214 |
What's Your Name? | p. 217 |
Totems or Crests | p. 220 |
Family Portrait | p. 222 |
Group Stereotypes | p. 224 |
Circle of History | p. 226 |
Storytelling | p. 228 |
Voices That Resonate | p. 230 |
Needs Assessment | p. 232 |
Understanding Power and Privilege | p. 237 |
Barriers to Cultural Proficiency | p. 238 |
Describe a Culturally Incompetent Organization | p. 240 |
A Survey of Privilege and Entitlement | p. 242 |
Listening and Hearing | p. 247 |
Seven-Minute Day | p. 252 |
Going Deeper With the Principles | p. 257 |
Guiding Principles Discussion Starters | p. 258 |
Family Values | p. 262 |
My Work Values | p. 264 |
Managing Conflict With Our Core Values | p. 266 |
Examining Your Organizational Values | p. 270 |
Going Deeper With the Continuum | p. 274 |
The Cultural Proficiency Continuum | p. 275 |
Exploring Behaviors Along the Continuum | p. 281 |
Going Deeper With the Essential Elements | p. 286 |
Understanding the Essential Elements | p. 287 |
Essential Elements of Culturally Proficient Leaders | p. 291 |
Cultural Competence Self-Assessment | p. 293 |
References | p. 297 |
Additional Suggested Readings | p. 303 |
Index | p. 311 |
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