Promoting Cultural Competence

Craig, Susan E.; Hull, Kathleen L.; Haggart, Ann G.; Selles, Marla Perez

doi:10.1177/004005990003200302

Cited by 27 publications

(5 citation statements)

References 3 publications

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“…Additionally, fostering cultural competence can involve creating opportunities for educators to engage with diverse communities and cultures outside the classroom. This can include community outreach programs, service-learning initiatives, and partnerships with local organizations that promote diversity and social justice (Craig et al, 2000). These experiences enable educators to gain firsthand exposure to diverse perspectives and develop a deeper understanding of the communities they serve.…”

Section: Promoting Cultural Competence Among Educatorsmentioning

confidence: 99%

Fostering Inclusive Excellence: Strategies for Effective Diversity Management in Schools

ASSEFA,

ZENEBE

2024

IJREHC

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This article emphasizes the benefits of effective diversity management in schools, highlighting how it contributes to positive intergroup relations, reduced incidents of bullying and discrimination, and improved student engagement and achievement. By creating inclusive learning environments, schools prepare students for the diverse and globalized world they will encounter beyond the classroom. To achieve effective diversity management, the article suggests several strategies. First, it emphasizes the importance of engaging families and communities from diverse backgrounds by collaborating with parents and guardians and partnering with community organizations and resources. These collaborative efforts build strong home-school partnerships, facilitate cultural understanding, and provide valuable support to meet diverse needs. The article also emphasizes the significance of hosting diversity events and celebrations that showcase different cultures and identities. These events offer opportunities for learning, appreciation, and intercultural dialogue. Additionally, workshops and seminars on diversity-related topics promote understanding and inclusive practices among students, families, and community members.

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Section: Promoting Cultural Competence Among Educatorsmentioning

confidence: 99%

Fostering Inclusive Excellence: Strategies for Effective Diversity Management in Schools

ASSEFA,

ZENEBE

2024

IJREHC

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“…Cultural Competence as a Response to Structural Racism in Latino Substance Use and Access… DOI: http://dx.doi.org/10.5772/intechopen.103710 as compared to a wait-list control group [97,98]. Professions that have focused on including cultural competence in their work environment include business, social work, psychology, public relations, education, and health care [99][100][101][102].…”

Section: Cultural Competence Applied To Different Treatment Modalitiesmentioning

confidence: 99%

Cultural Competence as a Response to Structural Racism in Latino Substance Use and Access to Care in the United States

Guerrero¹,

Khachikian²,

Cervantes³

et al. 2022

Effective Elimination of Structural Racism

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Disparities in substance use disorders (SUD) and access to treatment among individuals identified as Latino/Hispanic have become a significant public health issue in the United States. National efforts to identify, understand, and eliminate such disparities have highlighted the role of structural racism in Latino health. In this chapter, we offer a critical review of how Latino substance use and access to care may be impacted by discrimination, acculturation stress, and other mechanisms of structural racism. As structural racism is represented by policies, systems, structures, and norms that deny and/or minimize cultural strengths and disempower culturally diverse groups and their attempts to invest in their wellness, we highlight how cultural competence may reduce the risk of SUD and may enhance access to treatment among Latinos. We conclude by highlighting policies and responsive organizational practices that may improve Latino health.

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“…Teachers must respond optimally to student's diversity in order to comprehend the strengths and weaknesses of themselves and their students. This understanding can be reflected in the socio-cultural context of students and teachers (Craig et al, 2000;Emmanuel, 2003). Cultivating intercultural competence for prospective teachers aims at providing opportunities for reflection on how to educate students in diverse cultural situations and what material should students learn make them culturally responsible in society.…”

Section: Intercultural Competence For Music Teacher Educationmentioning

confidence: 99%

“…Emmanuel (2003) proposed the notion that teachers must face and test themselves against diversity; hence, they are able to get along with diverse learners as well. The ability of teachers to be intercultural is reflected on how they respond and see their students' diversity, both strengths and weaknesses, and vice versa (Craig et al, 2000;Emmanuel, 2003). In addition, Emmanuel's (2003) study revealed that most teacher candidates have good confidence about their personal backgrounds and life experiences; however, it actually affects the way they teach in class.…”

Section: Introductionmentioning

confidence: 99%

Enhancing the Intercultural Competence Development of Prospective Music Teacher Education: A Case Study in Indonesia

Gunara

Sutanto

2021

IJHE

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Music teacher education institutions in Indonesia are challenged to address their students’ intercultural needs due to increasing interaction at the global level. Therefore, this research seeks to discover suitable formulation for teacher education institutions in Indonesia in implementing music teacher education and training to equip them with intercultural competence. This research employs case study design, in which the data were obtained using interview conducted in July and August 2020. This aims at obtaining concepts based on the need analysis of intercultural competence through processes, actions and interactions from the participants’ perspective. The participants were students of Music Teacher Education Department of Universitas Pendidikan Indonesia, Bandung, West Java, Indonesia. The findings show that 1) the sensitivity to cultural diversity of music teacher candidates needs to be enhanced to expand the awareness of their own and other cultures; and 2) enhancing intercultural competence requires both theoretical and practical courses related to Indonesian identity and global culture. The findings are significant considering that every music teacher should have the same perception in teaching, which is in accordance with the diversity of Indonesian and world cultures.

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Promoting Cultural Competence

Abstract: We developed this article as part of an Early Education Program for Children with Disabilities (EEPCD) demonstration project titled "71"ansitioning Young Culturally Diverse Children with Disabilities into Regular Education Classrooms." funded by the U.S.

Cited by 27 publications

References 3 publications

Fostering Inclusive Excellence: Strategies for Effective Diversity Management in Schools

Fostering Inclusive Excellence: Strategies for Effective Diversity Management in Schools

Cultural Competence as a Response to Structural Racism in Latino Substance Use and Access to Care in the United States

Enhancing the Intercultural Competence Development of Prospective Music Teacher Education: A Case Study in Indonesia

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