TY - BOOK AU - Puckett,Tiffany AU - Lind,Nancy S. TI - Cultural Competence in Higher Education T2 - Innovations in Higher Education Teaching and Learning Series SN - 9781787697713 AV - LB2300-2430 U1 - 303.482 PY - 2020/// CY - Bingley PB - Emerald Publishing Limited KW - Cultural competence KW - Electronic books N1 - Intro -- Half Title Page -- Series Page -- Title Page -- Copyright Page -- Contents -- Series Editors Biographies -- About the Contributors -- Introduction -- Outline of the Book -- Part I-THE IMPORTANCE OF CULTURAL COMPETENCE -- Chapter 1-The Importance of Developing Cultural Competence -- Introduction: What is Cultural Competence -- Teaching Cultural Competence in Higher Education -- Colleges of Education -- Health Professions - Colleges/Schools of Nursing and Colleges of Medicine -- Colleges of Engineering -- Colleges of Business -- Colleges/Schools of Social Work -- Reflection -- Commonalities in Strategies -- Conclusion -- References -- Chapter 2-Language and Cultural Competence: Embracing Multilingual Ideologies and Language Policies -- Language Policy and Cultural Competence -- Inherently Racist and Biased Language Policies -- What is Language Policy? -- Multilingual International Student Perspectives -- The Contradictory Nature of Language Policy on Campus -- Language Management Efforts Fail and Create a Racist Environment -- The Hegemony of English -- Recommendations for Language Policy at Higher Education Institutions -- The Conscientization of the Multilingual International Student -- References -- Chapter 3-Bridging the Ivory Tower: Culturally Responsive Education Connects Content to People -- What Does it Mean to Know? -- Inner and Outer Knowing -- Why Culturally Responsive Pedagogy is a Movement to Being? -- Culturally Responsive Competency as "Intersectional Consciousness" -- Mindfulness as a Pathway to Cultural Competency -- Cultural Responsive Pedagogy as Individual and Systems Transformation -- References -- Chapter 4-Cultural Humility: Expanding our View -- Introduction -- Reimaging Multiculturalism -- Expanding Our Context -- Defining Cultural Humility -- Bias Boundaries -- The Resistance to Cultural Issues; A Framework for Teaching -- Level One: Developing an Awareness of Cultural Humility -- Level Two: Acknowledge Beliefs and Values -- Level Three: Benefit of Cultural Humility to Self and Others -- Level Four: Active Engagement and Influence -- References -- Part II-RESEARCH RELATED TO CULTURAL COMPETENCE -- Chapter 5-Transforming Curriculum, Exploring Identity, and Cultivating Culturally Responsive Educators -- Introduction -- Silencing Simone: A Counter Story -- A Collaborative Inquiry is Born: Bridging Theory to Action -- Cultivating Educators for Social Justice -- Employing Critical Pedagogy to Develop Teacher Praxis -- Toward a CRP -- Teaching Context -- Our Students as the Population of the Study -- Teaching the MCTA as Method -- The Introductory Identity Essay -- Weekly Reflection Journals -- Critical Literacy Exercises -- Final Essay and Cultivating a Leadership Equity Action Plan -- Findings -- Significance and Implications -- References -- Chapter 6-Assessing Multicultural Competence in Student Affairs and Other Higher Education Professionals PrograMming: A Preliminary Research Study -- Introduction -- Graduate Programs and Diversity Courses -- Core Competencies -- Multicultural Competence -- Research Method -- Context -- Results -- Summary of Results -- Implications for Higher Education Graduate Programs -- Limitations of the Study -- Future Research -- Researcher Reflexivity -- Conclusion -- References -- Chapter 7-Faculty and Staff Perspectives on Internationalization and Intercultural Competence at a State Comprehensive University (SCU) -- Introduction -- Theoretical Framework -- Context -- Methods -- Participants -- Data Collection -- Data Analysis -- Results -- Global Learning -- Campus-wide Impact -- Discussion -- Conclusion -- References; Chapter 8-Educators as the Gatekeepers: Promoting a Race Informed, Culturally Responsive Pedagogy for Human Service Professionals -- Introduction -- Social Worker Biases -- Preparing Practitioners -- Teaching Competence -- Method -- Research Questions -- Sample -- Research Setting: Course Overview -- Data Collection -- Data Analysis -- Results -- Cultural Competence Work Plan -- Limitations -- Discussion -- Implications -- References -- Part III-LESSON LEARNED: TEACHING CULTURAL COMPETENCE -- Chapter 9-Cultivating Cultural Competence through Cultural Engagement: Experiences of Undergraduate Service Learning in a Play-Based AFTER-SCHOOL Program -- Cultural Competence in Higher Education -- Connecting Theory and Practice: Classroom Discussions and Service Learning -- Situating Critical Perspectives through an Ethnographic Approach -- Learning about "The Other": Seeing and Writing with a Humanistic Eye -- Self-Reflexivity: Seeing Oneself Seeing -- Relational Understanding: Building Rapport with the Kids -- Conclusion: Cultural Competency as Cultural Engagement -- References -- Chapter 10-Using Classroom Composition in Delivering Cultural Competence Education -- The Ever-Changing Landscape -- The Evolution: Viewing the Classroom as Microcosm of the Macrocosm -- Using a Social Justice Framework in Teaching CC -- Power and Privilege Manifesting in the Classroom -- Voice for the Voiceless: Centering the Marginalized -- Exemplifying that There is Marginalization within Marginalization -- Creating a Safe Space for All Involved: Including the Privileged -- Conclusion -- References -- Chapter 11-Developing Cultural Competence in Future Healthcare Professionals -- Developing a Practice of Cultural Competence in Future Healthcare Professionals -- Health Disparities and Social Determinants of Health; Training for Current Workers in the Healthcare Field: Models, Best Practices and Evidence - Does it Work? -- Cultural Competence, Multicultural Competence and Multicultural Orientation: Moving Toward Cultural Humility -- Integrating Models and Developing MCO: Focus on Current Practitioners -- The Higher Education Environment -- National Professional Associations: Frameworks for Teaching Cultural Competence -- Emperical Evidence: Researching Cultural Competence Integration in Educating Healthcare Professionals - Support for Students' Development of Self-Reflection and Assessment, Exposure to Diverse Cultures, Key Skills Practice and Advocacy -- Toolbox for Developing Cultural Competence in Future Healthcare Professionals -- References -- Part IV-THE FUTURE: TEACHING CULTURAL COMPETENCE -- Chapter 12-Raising Racial Awareness: Strategies for Teaching Students about Racial Microaggressions -- Introduction -- Racial Microaggressions, Cultural Competency, and Critical Race Theory -- Strategies for Teaching ABOUT Racial Microaggressions -- Classrooms as a Safe Counter-space: Setting Up Ground Rules -- Let's Talk about Race: Recognizing Discomfort and Complexity -- Making It Real: Demonstrating Racial Concepts in Everyday Life -- Demonstrating the Consequences of Racial Microaggressions -- Empowering Students to Respond -- Conclusion: Possibilities for Resistance and Social Change Beyond the Classroom -- References -- Chapter 13-Toward a Pedagogy of Cultural Self-Awareness in the First-Year Law School Classroom -- Cultural Competence for Lawyers: Is it Really Necessary? -- A Focus on Cultural Self-Awareness -- Cultural Self-Awareness and Torts -- Apparent Consent: Reavis v. Slominski -- Apparent Consent: A Reflection of Cultural Values -- Degrees of Separation and Connection and the Three Rings -- Putting It All Together -- Conclusion -- References; Chapter 14-Teaching Cultural Competence through the Lens of Restorative Justice -- Introduction -- Historical Context -- African and Indigenous RJ Historical Context -- RJ as it Relates to Cultural Competence -- Applying Restorative Principles to Teach Cultural Competence -- RJCC Seminar -- Objectives and Goals of RJCC -- RJCC Circle Process and First-class Session -- RJCC Seminar Content Activities -- Conclusion -- References -- Appendix -- Modules -- Chapter 15-Using Technology to Teach Cultural Competence -- Context: Demographics of the Field of School Psychology -- The Diversity Course -- Technology-Based Strategies -- Journal Assignments -- Anonymous Participation -- Hot Topic Presentations -- Podcasts -- Privilege Points -- Conclusion -- References -- Chapter 16-On Teaching and Learning: Integrative Reflections on Intercultural Competence through Dialogue Education -- Introduction -- Intercultural Competence, Cross-Cultural Competence, or Cultural Competence? -- Dialogue Education: From Freire to Vella -- Using Dialogue Education in a Graduate IC Course -- The First Four: Who, Why, When, and Where? -- The Last Four: Content, Objectives, Anticipated Change, and the Learning Tasks -- Graduate Students' Reflections on Intercultural Competency -- Knowing is Half the Battle: Cognitive Intercultural Competence -- Be Intentional and Less Judgmental: Evaluative Intercultural Competence -- Practicing Empathy and Humility: Affective Intercultural Competence -- Engaging in Community and Non-Verbal Interaction: Social Intercultural Competence -- Discussion -- Conclusion -- References -- Name Index -- Subject Index N2 - This book covers teaching cultural competence in colleges and universities across the United States, providing a comprehensive reference for instructors, researchers, and other stakeholders who are looking for material that will assist them in working to prepare students to become culturally competent UR - https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=6304892 ER -