C2E Culturally Responsive Practices Workshops coach participants in the following:

  • The critical awareness of our position within the socio-political context and the constant reflection of those realities in daily life, both personally and in professional practice (Nouman, 2020).
  • Understanding more than student, youth and family language, religion, and background is required to grow in cultural competence (Nouman, 2020).
  • A shift in educator practice that centers the experiences marginalized children and recognizes the educator’s role in the academic success of all students (Siddle-Walker, 1996).
  • The ways in which content is made relevant to the experiences of students and “the ways in which schools” and institutions of learning “can be made more accessible” for learners of various backgrounds (Ladson-Billings, 1997, p.16).
  • Coaching in perspective-taking and reflexive practice to grow intercultural competence

Related research references:

CampbellJones, F., CampbellJones, B., & Lindsey, R. B. (2010). The cultural proficiency journey: Moving beyond ethical barriers toward profound school change. Corwin Press.

Ladson-Billings, G. (1995). But That’s Just Good Teaching! The Case for Culturally Relevant     Pedagogy. (1995). Theory Into Practice34(3), 159.            https://doiorg.proxy.library.kent.edu/10.1080/00405849509543675

Ladson-Billings, G. (1997). The Dreamkeepers: Successful Teachers of African American            Children. Jossey-Bass.

Nouman, H. (n.d.). Between Majority and Minority: A Model for Understanding and Promoting Culturally Competent Policy Practice in Multicultural Societies. British Journal of Social Work50(2), 506–524. https://doi-org.proxy.library.kent.edu/10.1093/bjsw/bcz144