What cultural competency is not:
- “appreciation of diversity” - statement of purpose
- Not mentioned in ESLRs
What we hope to explore:
- not making it token (not isolating it to dress-up one day a year)
- how does it become ingrained into curriculum
- make what we’re teaching is culturally relevant
- cultural appreciation vs. appropriation
- definition of "culture"
- are we addressing student experience when we’re attempting to “appreciate” diversity
- relationships to adults (each other)
- how is this hard for us as adults/faculty?
- how are we avoiding the conversation?
- how can we agree to define cultural competency as a faculty?
- how does that inform the way we act in the classroom
- understanding the community, identifying the community
- how do we define "cultural" activities within our community
- inclusivity - shift language, actions
What goals we hope to accomplish:
- For the year, how do we establish/define this for us as faculty (maybe next year we can work on implementing it into curriculum/discussion with students)
- get on the same page in terms of understanding cultural competency
- begin with the intention
- PD / training
- building awareness of gaps in our understanding
- small and large conversations
- becoming okay with tension, discomfort
- sharing the same language
- acknowledging privilege
- how do we assess where we’re at? Who we are?
- Facilitator for this conversation: Cheyenne Pronga (Cosmo)
Goal: Continue the conversation, read