Teaching Inclusivity Summer Seminar

1. Teaching and Learning Cultural HumilityDr. Erika CarrProf. Sue Ellen ChristianDr. Bridget E. Weller June 2019 Teaching Inclusivity Summer Seminar

2. Cultural Humility PrinciplesDr. Erika CarrPre-College Programming

3. Overview • Purpose • Community Expectation • Cultural Humility Overview & Brief Discussion • Connecting Cultural Humility to Youth Outreach Work

4. Community Expectations • Confidentiality • Honesty • Challenge & Support • Put yourself out there, challenge yourself • Support each other “The truth may set your free, but first it will shatter the safe, sweet way you live” – Sue Monk Kidd

5. Discussion • What does CULTURAL HUMILITY mean? • What about the other words: Inclusion, Cultural Competence, Diversity, etc.? • The Evolution of Language: • “The language we use to categorize one another racially is imperfect… The original creation of racial categories was in the service of oppression. Some may argue that to continue to use them is to continue that oppression,” (Tatum, 1997). • “Language is power, life and the instrument of culture, the instrument of domination & liberation” (Angela Carter)

6. Cultural Humility Definitions • “Cultural humility is a lifelong process of self-reflection and self-critique whereby the individual not only learns about another’s culture, but one starts with an examination of her/his own beliefs and cultural identities,” (Tervalon & Murray-Garcia, 1998). • “A process of self-reflection and discovery in order to build hones and trustworthy relationships,” (Yeager, K.A. & Bauer-Wu, S., 2013).

7. Cultural CompetenceVS.Cultural Humility Cultural Competence Cultural Humility Unique to individuals Different combinations of ethnicity, race, age, income, education, sexual orientation, class, abilities, etc. Everyone follows traditions Power differences exist and must be recognized and minimized Promotion of respect An ongoing life process Flexibility/humility • Group Traits • Minorities of ethnic and racial groups • Immigrants and minorities follow traditions • Majority is the normal • Promotion of stereotyping • Differences based on group identity • Competence/expertise as an endpoint

8. Activity: Intersecting Identities Describe yourself using Johnson’s (2003) Diversity wheel. What identities are most salient to you? How do they intersect?

9. Points of Oppression & Points of Privilege

10. The Point of Understanding the Oppressive System “If we tell ourselves that the only problem is hate, we avoid facing the reality that it is mostly nice, non-hating people who perpetuate racial inequality.” -Ellis Cose, 1997

11. Why are the these concepts important to my work and youth outreach work? • If you want to do meaningful work in the community you must build authentic relationships with individuals in the community • Authentic relationships can only be created if you have both an understanding of the community as well as a humbleness to know you will make mistakes and ability to self-reflect and self-critique those mistakes so you can grow • You must have the courage to make those mistakes and then get back up and keep working

12. Closing Thought • “The paradox of education is precisely this – that as one begins to become conscious one begins to examine the society in which he is being educated. The purpose of education, finally is to create in a person the ability to look at the world for himself, to make his own decisions, to say to himself this is black or this is white, to decide for himself whether there is a God in heaven or not. To ask questions of the universe, and then learn to live with those questions, is the way he achieves his own identity. But no society is really anxious to have that kind of person around. What societies really, ideally, want is a citizenry which will simply obey the rules of society. If a society succeeds in this, that society is about to perish. The obligation of anyone who thinks of himself as responsible is to examine society and try to change it and to fight it – at no matter what risk.” -James Baldwin

13. References Johnson, A. (2006). Privilege, Power, and Difference 2nd ed. McGraw-Hill: NY, NY. Tatum, B. (1997). Why are all the Black Kids Sitting Together in the Cafeteria. Basic Books: NY, NY. Tervalon, M. & Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9 (2), pp. 117-125. Yeager, K.A. & Bauer-Wu, S. (2013). Cultural humility: Essential foundation for clinical researchers. Applied Nursing Research, 26 pp. 251-256.

14. Thoughts from & for the ClassroomProf. Sue Ellen ChristianSchool ofCommunication

15. Mindset vs. Knowledge • Cultural humility is not cultural competence. • One is a dynamic process involving empathy & listening. • The other is about educational attainment of knowledge & skills.

16. Faculty Mindset • Lifelong learning/learn from others • Awareness of power structures • Respect for thoughtful POV

17. Faculty Mindset: Lifelong Learning • Awareness & Self-reflection • Be comfortable with not knowing • Ongoing engagement; we never “arrive”

18. Faculty Mindset: Awareness of Power Structures • Avoid assumptions; clarify who is talking to whom about what • Various authorities; students as authority on their lived experiences • Clarify roles: Faculty as content expert, classroom management

19. Faculty Mindset: Respect for Thoughtful POV • Seek universal; celebrate differences • Identify intent of a statement; acknowledge impact of it • Different people understand the same message in different ways

20. Free Yourself • No need to “figure them out” • Is this the appropriate setting and time for this discussion? • Release the myth of one truth* *= See Chimamanda Ngozi Adichi. (2009). The danger of a single story. TedGlobal.

21. Establish Humility Early • Syllabus & first day* • Rules of engagement** • Ongoing diverse examples * = Include diversity statement & use first person. ** = Create/use a classroom contract

22. Be patient with yourself SOURCE: Hogan, 2013.

23. REFERENCES • Hogan, M. (2013). Four skills of cultural diversity competence: A process for understanding and practice (4th Ed.). Belmont, CA: Brooks/Cole. • Tervalon, M., & Murray-Garcia, MJ. (1998). Cultural humility versus cultural competence Journal of Health Care for the Poor and Underserved, 9(2), 117-125. • Mosley, J. (2017). Cultural Humility.TEDxWestChester Talk.

24. Creating Safer ClassroomsDr. Bridget E. WellerSchool of Social Work

25. REFERENCES Kang HK, O’Neill P. Teaching Note—Constructing Critical Conversations: A Model for Facilitating Classroom Dialogue for Critical Learning. J Soc Work Educ. 2018;54(1):187-193. Vogelsang JD, Mcgee S. Handbook for Facilitating Difficult Conversations in the Classroom. Prepared by Classroom. 2015:1-8. Mensah FM. Preparing for Discussions on Race and Racism: The Critical Voices in Teacher Education Course. Teach Coll. 2016:1-19.

26. Questions? erika.carr@wmich.edu sueellen.christian @wmich.edu bridget.weller @wmich.edu