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negative stereotypes and denigrating cul- turally different groups. By silencing or dismissing the voices of
dissension from abolitionists and others in the drafting of the Constitution, we prac- tice cultural incapacity because the mes- sage promotes the idea that assimilation to the dominant culture is integral to success. When discussing the creation of govern-
ment for the “common good” do we ask, “common good” for whom? Cultural blindness occurs when we se-
lect content and resources with an assump- tion that they meet the needs of all students and adequately represent historical events, issues and themes. When practicing cul- tural pre-competence, we begin to realize the need to include voices, contributions and events from groups that reflect the cul-
tural diversity in the classroom. Though well intentioned, a common practice is to present diverse stories as addendums to the traditional story and not integrated into a collective story of history. By moving into the area of cultural com-
petence, we begin to affirm the cultural sto- ries of diverse students in our classrooms and present a collective story that respects students’ own cultural heritage and mul- tiple perspectives about historical events, themes and issues. Teachers begin to pro- vide students with the knowledge, skills and attitudes of civic participation to move beyond the classroom to address issues of injustice in their communities.
Becoming advocates for change In a culturally proficient classroom, stu-
dents seek out multiple perspectives in the historic record beyond those represented in the school or classroom. They become ad- vocates for social, political and economic change to ensure the rights and privileges guaranteed to all people in a democracy. Using instructional approaches that fit
the diverse learning styles of our students is another surefire way to engage more stu- dents in the learning process and improve academic outcomes for underperforming groups. The “how” aspect of teaching is manifested as: 1. The accessibility of high quality instruction that meets the learning needs of students; 2. The types of instruc- tional strategies that value and reflect dif- ferent learning styles; and 3. The support for students, particularly English learners, to acquire discipline-specific vocabulary to de- velop conceptual understanding of history. Assessment continues to play a large role
in determining what we want students to know and be able to do. Important decisions are made in determining what is important to assess and how students are asked to dem- onstrate mastery. Furthermore, data can be culturally destructive when it is ignored or misused to make negative educational deci- sions for students. Culturally proficient teachers use and
disaggregate multiple performance mea- sures that support various learning styles and inform instructional practices for all students to succeed. They also involve stu-
24 Leadership
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