Abstract
Current events have placed long-standing issues of social and racial disparities within our systems under a spotlight for many, from the health disparities evident in our COVID-19 pandemic and the corresponding issues of access to educational resources and supports that were exacerbated by the closing of our schools to the broader discussion of systemic racism that followed the murder of George Floyd and others. Hopefully these events have challenged all of us to look at our roles in perpetuating these issues in all aspects of our community, including our schools.
Many of our culturally and linguistically diverse (CLD) students are experiencing trauma, minimization, and neglect due to these systems in and outside of the classroom. In schools, this systematic racism presents in issues such as overpolicing and harsher disciplinary practices, lack of representation in the curriculum, limited resources, and mishandling of cultural and linguistic diversity in our practice and pedagogy, to name a few. As educators, we have chosen a profession that often calls us to not only serve as teacher but play the role of caretaker and advocate. Our students are paying attention and notice what we say and do as well as what we don’t. This action or inaction can send clear signals to CLD students and their families that they and aspects of their culture are not valued or welcomed in our schools.
Discussing these topics may make many of us uncomfortable, but we cannot afford to be silent. As Pitts (2006) states, “We have chosen a profession, which—like parenting—requires that our comforts come second to those of children.” As educators, we should not only speak out against inequities, racism, and discrimination but do the work of antiracism, equity, and inclusion in our schools, communities, and the larger society. This work begins with each of us reflecting on our roles as individuals in perpetuating these systems and building our own cultural competence.
Cultural Competence
In regard to teaching, cultural competence is reflected in teachers’ ability to efficaciously teach students from cultures other than their own (Diller & Moule, 2005). Developing cultural competence is an ongoing, reflective process. All educators are encouraged to engage in a recurring three-step process of (1) cultural self-study, (2) acquiring cultural knowledge, and (c) putting knowledge to practice, or C.A.P., to enhance their cultural competence (Lindo & Lim, 2020). Building one’s own cultural competence helps to facilitate the needed changes in your individual spaces and the ability to recognize and advocate for appropriate practices in the broader systems. The National Education Association (2008) reports that culturally competent individuals, schools, and systems demonstrate a value of diversity, self-awareness of their culture, and knowledge regarding the nature of cultural interactions, and they act to institutionalize this knowledge and adjust to the needs of their diverse populations
Culturally Sustaining Practice
Our professional standards call for all aspects of our educational system to engage in culturally sustaining practices (CSP). The goal of CSP is supporting multiculturalism and multilingualism in perspective and practice (Paris & Alim, 2014). Educators who engage in CSP aid students in developing positive cultural identities, regardless of the discipline of instruction, by adopting asset-based approaches in their pedagogy as opposed the prominent, deficit-based lens, which views diverse cultures, languages, and identities as barriers to learning. Adopting a strengths-based approach in engaging students and their families, schools, and neighborhoods is necessary in all aspects and phases of education, including policies, instructional and intervention practices, identification, evaluation, and development and ongoing implementation of individualized education plans. To adequately serve our diverse student population, educators need to foster a climate of respect and acceptance. Brown et al. (2019) present several conceptual strategies needed to create culturally sustaining and inclusive environments. These include the practice of cultural humility, cultivation of inclusive relationships, inclusive lesson planning, development of teacher capacity, use of strength-based language, having a growth mindset, and understanding and allowing for the fact that learning is not linear. (See Brown et al., 2019, for more details on each of these strategies.) As special educators, we have always been called to meet our students where they are; let us ensure that we extend that call to appreciate who they are. This call is not about judgment and blame, but recognition that we must improve. Willful ignorance and avoidance of racial, cultural, and linguistic differences can no longer be the norm. As Maya Angelo stated, “Do the best you can until you know better; then when you know better, do better.” Further, know that the Council for Exceptional Children’s Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL) is here to help. Resources are available to you through DDEL’s publications, programming, members, web and social media activity.
DDEL is dedicated to the mission of advancing knowledge, practice, and policy to enhance the education and quality of life outcomes for individuals with exceptionalities from diverse ethnic, racial, linguistic, and cultural backgrounds. DDEL advocates for equity and social justice for these individuals by clarifying their ongoing academic and social-emotional needs, addressing issues of their representation in special education, and ensuring research and policies consider the needs of diverse students with disabilities or gifts and talents, their families, and the professionals who serve them.
The official journal of DDEL, Multiple Voices-Disability, Race, and Language Intersections in Special Education (http://multiplevoicesjournal.org) is provided free to members. Multiple Voices presents work addressing a variety of issues related to CLD exceptional populations, such as effective classroom and postsecondary practices, assessment, and family and community empowerment techniques. In addition to the journal, members receive our quarterly newsletter, VOICES, and access to a variety of other training resources and opportunities (e.g., issue briefs, webinars) we provide.
DDEL invites all readers who are committed to improving the lived experiences and educational outcomes of our CLD exceptional learners to join us and get actively involved. Visit our website (https://community.cec.sped.org/ddel/home) and reach out to any member of our executive board to learn more about the various committees you can be a part of, such as Research and Professional Issues, Professional Development, Policy and Governance, to mention just a few. Join us in action to improve outcomes for our CLD exceptional learners.
