Sep
11

What is Cultural Competency?

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Essentially, cultural competency describes our ability to form relationships with others from various cultures through a personal cultural perspective based on life experiences, attitudes towards various cultural differences, and understanding of different cultures.

Why then is this imperative for 21st Century educators to develop?

Classrooms are becoming increasingly diverse and we need to move beyond anecdotal information about students’ and family backgrounds. Instead, engage in a deep and rich knowledge gathering process about our students to increase understanding about cultural diversity.

Diversity goes beyond language and ethnic differences. It also includes students living in poverty, homelessness, and other environments that are exceptional to the ‘norm’. We must also remember that within a given culture there is also diversity. For example, Aboriginal people are assumed to be one cultural group however this is not reflective of the reality as there are estimated to be nearly 65 different ethnic groups.

Educators need develop first an understanding of themselves as cultural beings and engage in a process of critical self-reflection of personal cultural perspectives. This process will surface individual biases and beliefs that have formed a current vision of diverse populations. Once the root is identified, work can begin to transform the past perspective into one that is culturally responsive.

Developing authentic relationships with students and families while exploring cultural backgrounds will help educators find ways and strategies to enhance each student’s strengths. Using an asset based approach students can celebrate and share their differences in the classroom to reduce stereotypes and biases.

Intentionally engaging in culturally responsive strategies both in the classroom and through professional development will move educators from being culturally aware to a place of transformative action.

Interested in the journey to develop skills in cultural competency? A Community of Practice for both teachers and support staff will be offered during the 2012-2013 school year. “We See, We Feel, We Change” is an exciting professional learning opportunity in partnership with Rocky View Schools, the Calgary Regional Consortium, and the University of Calgary.

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Jun
04

Historical Loss and Intergenerational Trauma

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Many of our First Nations, Métis, and Inuit students and families are still experiencing the impact of inter-generational trauma and historical loss and this is important for educators to have understanding of.

Why not Post Traumatic Stress Disorder? What is the difference? PTSD can follow after a traumatic event. This does not accurately describe inter-generational trauma or historical loss. Complex trauma does deal with multiple traumas; however, it does not take into consideration massive group trauma or generational trauma.

In the 19th Century, the Canadian government adopted a policy called ‘aggressive assimilation’ that was to see Aboriginal people learn English, adopt Christianity, and Canadian customs to enable them the best chance for success in Canadian society. The real hope was to erase all forms of Aboriginal culture and language within a few generations. What Aboriginal people lost was their right to mourn, to practice their spirituality, and ultimately their identity.

Historical trauma can be defined as a cumulative emotional and psychological wounding across generations, including one’s own lifespan. Not only the actual events of the massive group trauma, but the unresolved grief go along with historical trauma. The last residential school in Canada closed in 1996.

Some of the response features of historical trauma are: survivor guilt, depression and psychic numbing, fixation to trauma, low self-esteem, victim identity, anger, self-destructive behaviour, substance abuse, hyper-vigilance, compensatory fantasies, preoccupation with death, death identity, loyalty to the ancestral suffering and to the deceased, internalization of ancestral suffering, and internalized oppression.

Having an understanding of the trauma and some of the responses to the trauma, educators and others should develop an understanding that the effects are not always self-chosen but a result of a massive loss. The impact of inter-generational trauma and historical loss is a common factor for current challenges many First Nations, Métis, and Inuit people share.

As professionals, responding with this perspective, and not dismissing the impact, creating authentic relationships becomes honest and meaningful. Also, by acknowledging individual cultural identities and ancestral past, a process of healing can begin.

For more information on inter-generational trauma and historical loss, refer to the National Aboriginal Health Organization.

 In June, National Aboriginal Day is celebrated on June 21. Also, June 11 marks Canada’s National Day of Healing and Reconciliation.

 

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