The Personal Side of Bias, Prejudice, and Oppression II

The Personal Side of Bias, Prejudice, and Oppression II

Josephine Diete-Spiff

Walden University

The Hope of Cultural Competence

In working with children and families from separate upbringings, one hope that I have is cultural competence to support their progress. Thus, the phrase cultural competence connotes the ability to comprehend, converse with, and efficiently intermingle with people from diverse cultures (Goodwin & Kai, 2019). Cultural competence practice needs an evaluation of one's behavior, ethics and the attainment of values. Plus, knowledge, talents, and qualities that enable a person to work correctly in different cultural circumstances (Betancourt et al. 2016).

The importance of cultural competence is notable in the components of consciousness, behavior, and talent. Therefore, to exhibit cultural competence, I must understand that culture is more than people's skin color, discover each child's cultural upbringing, establish my cultural efficiency, and make my children comfortable. In other to enhance and apply my cultural competence, I will know my children's cultural identities, their customs, the communities of origin, and their families (DEC/NAEYC, 2009). Equally, I will set the stage for knowledge gathering and exchange between me, the children, and their families. 

I will also gather other educators to form a specialized culture learning group to concentrate on enhancing our cultural competence abilities for the progress of our diverse school communities. Thus, to broaden my cultural knowledge and adjust my skills to convene my exceptional cultural requirements. My hope for such cultural competence is to discard bias, stereotyping, prejudice, discrimination, sexism, racism, ableism among others against minority groups of diverse children and their families (Derman-Sparks & Edwards, 2010; Schulman et al., 1999; Van Ryn & Burke, 2000). For instance, teachers who respect diversity and are culturally competent will be empathetic towards the children under their care. In other to honor their cultures, their languages, religion, customs, family practices, children's distinctive abilities, and respect of family values (National Association for the Education of Young Children, 2009). 

A Goal for Early Childhood Education in Diversity, Equity, and Social Justice

Diversity

The implementation of the concepts of diversity, equity, and social justice in education will foster togetherness and growth in society. Thus, the goal that readily comes to mind for diversity is an inclusion (DEC/NAEYC, 2009). The inclusion of all in education irrespective of race, religion, ability, skin color, financial status, sexual orientation, language, gender, among others, will inspire the children's willingness to learn, encourage children positive relationships among themselves. Equally, improve children's positive development, creativity, parent's satisfaction - projecting strength, and unity in diversity. 

Equity

 

My goal for equity accomplishment in schools is to treat everyone according to their abilities and differences (Derman-Sparks & Edwards, 2010). The uniqueness of each one is highlighted and allowed to strive because we all have our distinctive differences, diverse abilities, language, race, among others. Similarly, we exhibit differences in our starting time, points, and place. Thus, sameness in dealing with everyone, known as equality, will not promote fairness, which relates equity as demonstrated in the inserted graphic illustration. The illustration highlights the fact that different persons require a different approach to achieve desired results as our circumstances are not usually the same.  

Social Justice. Similarly, my goal for social justice is freedom for all. I envisage a school where everyone is free to explore their talents and capabilities. Plus, the institution treating everyone differently to bring out the proficiency in them when responding to their necessities (Hyland, 2010). For instance, an institution of learning should support the essentials of persons with differences in skin color, religion, gender, gay, LGBT persons, the physically challenged, among others, allowing them to stand up for their rights with freedom of expression. The accomplishment of the goal of social justice will promote peaceful coexistence, positive development, prevention of discrimination, oppression, microaggression, among others, in an institution (Boutte, 2008).

  A note of thanks to my colleagues

My dear colleagues and professionals in the field of education, I appreciate you all for your immense contributions and support to me throughout this course. You contributed to my knowledge, involvement, learning in all our class activities. Your care, kind comments, and team spirit made me give my best. I feel blessed to have met you all. I learnt a great deal from your wealth of knowledge, and it was a pleasure working with you all. Thanks for all the encouragement, respect, and friendship. I do wish you the very best in your career and future endeavors. God bless you all.  

References

Betancourt et al. (2016). Defining cultural competence: A practical framework for addressing racial/ethnic disparities in health and health care. Public health reports.

Boutte, G. (2008). Beyond the illusion of diversity: How early childhood teachers can promote social justice. Social Studies, 99(4), 165--173.

DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Retrieved from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf

Derman-Sparks, L. & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Goodwin, B., & Kai, A. (2019). Parents' Perspectives of cultural competence in schools: The Initial Development Of The Culturally Competent School Community Scale. (Master's Theses) Retrieved from https://digitalcommons.lsu.edu/cgi/viewcontent.cgi?article=5916&context=gradschool_theses

Hyland, N. E. (2010). Social justice in early childhood classrooms what the research tells us. YC: Young Children, 65(1), 82--87.

National Association for the Education of Young Children. (2009). Where we stand on responding to cultural and linguistic diversity. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf

Schulman et al. (1999). The effect of race and sex on physicians' recommendations for cardiac catherization. 26, 340-618.

Van Ryn, M. & Burke J. (2000). The effect of patient race and socio-economic status on physician's perceptions of patients. 28, 50-813