1. Beyond “Cultural Tourism”: Striving for Cultural Competence by Paul C. Gorski - gorski@EdChange.org May 1, 2008

2. 2 I.Introductory Blabber: Warming Up The Quiz  Humility  Cognitive dissonance  Authenticity

3. 3 I. Introductory Blabber Getting the most out of it: –Comfortable with discomfort –Respond positively to cognitive dissonance –Willing to be challenged and pushed

4. 4 I.Introductory Blabber: Who We Are Who’s in the room? My background and lens The gap (NMH story)

5. 5 I.Introductory Blabber: The Agenda 1.Warm-Up Callisthenic Activity 2.Definitions 3.Rethinking 4.Toward Transformation 5.Challenges to Authenticity

6. Part II: Defining “Diversity” and “Cultural Competence”

7. 7 II. Defining Your definitions –Diversity –Cultural Competence The purpose of diversity and cultural competence..?

8. 8 II. Defining Stages of Cultural Competency: 1.Heroes and Holidays (“Celebrating the Joys of Diversity”) 2.Intercultural Learning (“Learning about Other Cultures”) 3.Human Relations (“Why can’t we all just get along..?”) 4.Transformational (Equity & Social Justice)

9. 9 II. Defining The problem with “cultural competence” Diversity and cultural competence as status quo –Why diversity and cultural competence often are reframed to fit dominant society And to whose benefit..?

10. 10 II. Defining Morning Callisthenics: The Crosswalk

11. Part III Rethinking “Diversity” & “Cultural Competence”

12. 12 III. Rethinking Critical Concepts Deficit Theory Hegemony Systemic (Institutional) Oppression Institutional Likeability See handout(s)

13. 13 III. Diversity as Inequity Changing Hearts, Not Systems Focus exclusively on changing hearts and minds while ignoring systemic inequities Ex.: cultural plunges, “how to teach Latinos,” anti-prejudice workshops Your examples?

14. 14 III. Diversity as Inequity: Universal Validation Diversity and cultural competency can not be about validating all perspectives White supremacy is not a valid perspective on race Conservative reframing: equity and social justice as “inclusivity” Your examples?

15. 15 III. Diversity as Inequity: “Whitening” of Social Movements Research shows that as civil rights orgs become more white, they become more conservative Ex.: Candy-coating “diversity” discussions to be consumable to privileged audiences “Change takes time” White-washing of MLK, Rosa Parks, etc. Your examples?

16. 16 III. Diversity as Inequity: Regressive Programs Service learning that maintains social and political hierarchies Cultural competency as economic strategy Dances, food fairs, cultural plunges, arts and crafts (dealing with race/racism through cultural events) Your examples?

17. 17 III. Diversity as Inequity: Ruby Payne Syndrome Leaning on the work of popular speakers without critical analysis of their work (and how it might contribute to that which we purport to fight against) Your examples?

18. 18 III. Diversity as Inequity: Homogenization Minimizing cultures to surface-level stereotypes and assumptions –Usually based on a single dimension of identity Conflating identities (such as race, ethnicity, nationality, language, religion...) Your examples?

19. Part IV Toward a Transformational Diversity and Cultural Competence

20. 20 IV. Shift of Consciousness #1 Must be willing to think critically about those things about which I’ve been taught not to think critically –Corporate capitalism –Two-party political system –Consumer culture And the relationship between these things and racism –Hetero-normative-ness

21. 21 IV. Shift of Consciousness #2 Must acknowledge that authentic cultural competence requires me to advocate equity and justice for everybody –No picking and choosing who gets it

22. 22 IV. Shift of Consciousness #3 Must expose and reject deficit theory –Blames people in oppressed groups for their oppression –Create hostile conditions, then demonize people for being angry or resistant –John and the lunchroom story

23. 23 IV. Shift of Consciousness #4 Must acknowledge inequities and oppressions—and understand them as systemic and not just individual acts and practices –So changing hearts isn’t enough to reach cultural competence—must prepare ourselves and others to change institutions and society

24. 24 IV. Shift of Consciousness #5 Must regain a sense or urgency –“Change takes time” How much time does it take? An expression of privilege

25. 25 IV. Shift of Consciousness #6 Must move beyond the “objective facilitator” or “human relations educator” role and take on activist role –Not about validating all perspectives –“Neutrality” or depoliticizing difference means endorsing oppression

26. 26 IV. Shift of Consciousness #7 Must transcend “celebrating the joys of diversity” and move toward dismantling systems of power and privilege –Beyond food fair and cultural plunge *** We CANNOT address systemic oppression through events that focus on culture

27. 27 IV. Shift of Consciousness #8 Must be willing to unsettle and discomfort –Institutional likeability –Am I framing my diversity work as “peace and harmony” or “equity and justice”? –Who am I trying to keep comfortable, and at whose expense?

28. 28 IV. Shift of Consciousness #9 Must be careful to avoid “savior syndrome” or “messiah mentality” –This is an expression of supremacy and privilege –Who, exactly, is being “saved” in anti-racist work?

29. 29 IV. Shift of Consciousness #10 Must understand diversity issues—racism, sexism, imperialism, classism, etc.—as intertwined –Stop working against each other –Deal with oppressions within movements Racism and classism in feminist and gay rights movements Sexism and classism in civil rights and gay rights movements Homophobia in anti-racist movements

30. 30 IV. Shift of Consciousness #11 Must work for JUSTICE first, then PEACE and HARMONY –Racial harmony without racial justice is compliance with systemic racism

31. 31 IV. Shift of Consciousness #12 Focus on understanding the cultures and forces of power and privilege, not only on the experiences and cultures of the dispossessed “other” –We cannot understand race and racism without understanding white privilege and power at the systemic level

32. What We Can Do

33. 33 IV. What We Can Do: Challenge & Support Each Other Strengthen “the choir.” Challenge each other. Worst possible case is people committed to diversity and cultural competence contributing to inequity and injustice.

34. 34 IV. What We Can Do: Socialize Youth for Activism No more hosting dances and food fairs. Work with youth on organizing and deepening their understandings of issues, beyond what they see on TV.

35. 35 IV. What We Can Do: Put “Diversity” in Context Globalization & Global Capitalism Imperialism World Bank/IMF Environmental Justice Movement Immigration/English-Only Movement Etc.

36. 36 IV. What We Can Do: Take Back Our Heroes Resist whitewashing or commercialization of social justice heroes MLK Rosa Parks Black Panthers Today: Noam Chomsky, Angela Davis, etc.

37. 37 IV. What We Can Do: Organize Across Identities We’re fighting the same fight, so let’s fight it together!

38. 38 IV. What We Can Do: Know Your Prejudices Never stop identifying and working to eliminating our own prejudices and biases.

39. 39 IV. What We Can Do: Find Local Resources Reframe “Cultural Competence” Include, for example: –Ability to recognize inequity and injustice –Ability to resist inequity and injustice –Ability to de-center the U.S. –Ability to think critically –Ability to identity one’s own prejudices

40. Part V Challenges to Practicing Authentic “Diversity” and “Cultural Competence”

41. 41 VII. Reflection “Humility is the ability to see.” -Terry Tempest Williams