Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
Jokes about race, gender and
age circulated by email among
colleagues.
Cultural
Incapacity
Not inviting any support
to infuse aboriginal
perspectives into
classroom.
Cultural
Blindness
Upper Admin
Administrators
Focus on voids and gaps
instead of strengths and
gifts of students.
Cultural
Precompetence
Who are we teaching?
Cultural
Competence
Who we are, where we
are from map at front
door.
“Special needs students need to
be with their own kind.”
Our kids don’t have
experiences to write
about.
Schools collecting data re:
race.
The whole community is
moving toward the more
positive place.
There is no real math that can
be considered or used for
Aboriginal Perspectives.
I was never trained for
this or where did you go
to school.
“It was just a joke”
“It’s okay, I have a friend
who is_____!
“Why don’t they accept
being Canadian?”
Generalizing Kids
Transitions to provincial
high schools from federal
system.
Cultural events are put on
by the exchange students
-> music, dance, food. A
great idea, now let’s get
some of the actual
students to share their
culture.
Many board and senior
admin committed to bring
others along in the
process of inclusion.
I don’t know how things were in
your country, but here we...
You’re not in...
Only Aboriginal
teacher/people should
teach Aboriginal students
or Aboriginal issues.
Parents from Mexico do
not want their children in
school after age 14.
We can’t meet the needs
of everyone.
We should invite an elder
to come in to tell stories
for them.
- Words posted from
various cultures.
throughout the school
- Band/choir doing crosscultural pieces.
- Hosting divisional powwow for grads.
- Hiring a full time
Aboriginal Ed. Coordinator.
“That may be our point of
view and I believe...”
Why do we have to
acknowledge Louis Riel or
Aboriginal Day?
3 year work of Inner city
District on Equity
Education with Enid Lee.
School mural shows girls
playing football and boys
skipping along with
aboriginal and many other
faces and races.
Leadership groups reflect
diversity.
Parents without a teaching
degree cannot teach their
children.
Cultural
Proficiency
-Social justice group in
school.
-Unite to Change
committee at the
divisional level.
-Introduction of new
Gr.12 Current Topics in
First Nations, Métis and
Inuit Studies in our school.
It’s a “happy” place for all.
We are not there yet but
we want to get there.
Informed by Barriers to Cultural Proficiency
Cultural
Destructiveness
Aboriginal students don’t value
education.
Informed by Guiding Principles of Cultural Proficiency
Cultural
Incapacity
Hiring staff that are the
same as me eg. make eye
contact in the same way –
dress in the same way.
Can’t they just dress like
the rest of us?
Cultural
Blindness
The language of our
correspondence with
families- formal, eduspeak,
dominant.
Inclusion ignored, not
enough focus on social and
emotional needs of
students and families.
Cultural
Precompetence
Experiential learning
around pre/post colonial
history, impact on
Indigenous peoples.
Hired a Métis professional
to begin conversation with
teachers about curriculum
and historical/culture
infusing.
Cultural
Competence
TV screen at front door
showing pictures of all of
our students.
Cultural
Proficiency
Mentor new grads on
needs of students.
Collaborative teaching –
asking and including
students in the creation of
knowledge.
They are just lazy.
Screening our
applications for
employment based on
name or country
educated in.
Overrepresentation of one
culture over others in
history or scientific books.
School divisions send their
teachers to cultural
awareness workshops.
He isn’t FASD, he is BAD.
Is ADHD a real thing? All
kids are a bit hyper. They
need to control
themselves.
Can you give us a
presentation about Métis
and Aboriginal people?
That child belongs in a special
program for behaviour.
We’ll never make a
difference because their
parents are all screwed
up.
Why should we include
Aboriginal education we
don’t have Aboriginal
students in our schools?
The staff is not generally
reflective of the student
population eg they are still
white and female in early
years.
Collect data on EAL
dropout success rates.
Schools working with
methods to permanently
change curriculum
delivery to infuse
aboriginal
understandings.
How can we make this
place look/feel like a
school where newcomer
students know they are
welcome?
Students encouraged to
dress in culturally
appropriate ways.
Divisional policy that
includes all members
having working
knowledge of Aboriginal
history and being given
the responsibility to teach
with this perspective.
Speaks up when in the
presence of injustice.
Don’t let them speak their own
language. Give them
consequences every time they
do.
Textbooks, visuals, media
that show dominance by
single cultural group ie
white professional
Mispronouncing or
anglicizing an ethnic name
I don’t want that staff member
in my building.
We don’t really know the
difference between Métis
and First Nations.
- Aboriginal Academic
Achievement rubric.
- Literacy for all students.
- Numeracy for all
students.
Advocacy is not enabling!
-hire to reflect the
student population.
Everyone can say... “I see
myself in this.”
Many
faces/genders/races etc
represented in power
positions.
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
They need to speak English.
Cultural
Incapacity
The apple doesn’t fall far
from the tree.
Cultural
Blindness
Just joking.
Cultural
Precompetence
Cultural proficiency
workshop training.
It’s not fair to regular students
to have so many special needs
kids in their classes.
“He/she only got the job
because..”
“They have not even
tried..”
Maybe they showed up
for class...”
“I don’t even know some
of their names(several
months in)
“That’s the way they are.”
I’m not comfortable with
teaching Aboriginal
education.
Positioning yourself in the
teaching practice.
Serving as main
Dish –“pork” at school
event when many people’s
culture don’t allow eating
of pork.
Kids in Canada have no
respect or values.
I will teach that class if that
student is not in the class.
I don’t think it is good for the
students to go to the IDLE NO
MORE walk. I don’t want to be
associated with it.
___ can’t meet those
outcomes, we are setting
them up for failure.
“I don’t see or hear any racism
in my classroom so how/why
do I talk about anti-racism?”High School Teacher
There are no parents
qualified to run the lunch
program.
They(EAL) take time away
from the regular kids.
“We were better off without
them.”
Problems in our system
are caused by our
affirmative action
You are basically
Canadian- you’ve been
here long enough.
Cultural
Competence
Brandon University has
operated their PENT
Program (Project for the
Education of Native
Teachers) for over 30
years.
Use data on
literacy/numeracy levels
to allocate staffing rather
than just number of
students...
Cultural
Proficiency
Understands difference
between equity and
equality.
Intake data to learn about
student’s background.
After School Programs to
help students with
language/literacy.
Asking questions about
the significance of specific
artifacts and pictures
reflecting cultural
diversity.
Signage in multiple
languages.
Hiring additional staff to
integrate EAL/AAA
initiatives into the
curriculum.
“He need to go to
Winnipeg Harvest. It is not
a reward, it is an
important part of his
program.”
Advocate for mutual
respect and compromise
as a catalyst for change in
education.
Listening and storytelling.
Newcomer students in
Grades 7-10 reading at
Grad 2-4 levels in English.
What do we (teachers)
need to do to support
their learning?
“Idle No More”
GLOW group
(Gay/Lesbian/ or
whatever group) in High
School.
Mentoring students to be
teachers; teachers to be
students.
The Department of
Education has a Native
Education Branch.
Informed by Barriers to Cultural Proficiency
Cultural
Destructiveness
Informed by Guiding Principles of Cultural Proficiency
Cultural
Blindness
Cultural
Precompetence
Cultural
Competence
Cultural
Proficiency
That child should go back to
Korea so that he can learn to
play and then come to Canada.
Cultural
Incapacity
program.. people should
be selected for their skills
not cultural
heritage(principal)
We teach those students
who are in school not
those who drop out.
“that’s just her style”
Arranging classrooms into
circle groups instead of
rows of desk –using group
conversations.
We are changing practices
and points of view.
Mentor colleagues on EAL
issues.
“Drive by” Group of kids drove
by and yelled “squaw” to a
woman teacher in a city school
parking lot.
We don’t need special needs
students in the home room
classroom.
Promoting Aboriginal
perspectives in our
schools is promoting their
spirituality.
How am I to succeed
without the help of the
parents.
Teachers can’t do this part
of reading assessment,
they don’t have time.
Why are students being
labelled as special needs
when they do not meet
the criteria?
Schools should be the way
they were before,
students listened now
they don’t.
Beginning conversations
with school leaders to
disaggregate data.
IEPS are changing to
include goals around
student strengths, not just
needs.
Division has a
commitment to social
justice.
“The texts today have changed
the way kids learn, we need to
go back to our old way of
teaching.”
Those kids vs Our kids.
Just joking, get over
yourself.
These assessments aren’t going
to work – the teachers need to
teach better.
Homosexuality is a choice. They
should choose not to be one. I
don’t want them influencing my
children.
Parents don’t attend
parent teacher interviews
they just don’t care.
It was so much nicer
when we were a unilingual community.
It doesn’t matter if she
says she can’t sit with boys
that is her group.
Disproportionate # of boys
in being identified for
supports.
Colleague called me
“Babe” for over 7 years.
We need to start
collecting data on how the
Gr. 12 graduates from the
community are doing in
university/college/.
Who is being suspended?
Who is struggling?
Let’s disaggregate the
data to really understand.
Enhancement program
established with specific
reading skills
development tasks –
using data to teach to
needs.
Students taught about the
purpose and principles of
“Idle No More.”
Youth for Peaceful
Change.
Telling people about how
unfair First Nation Ed.
Funding is.
-How do we explore
cultural proficiency with a
staff that are on a wide
range of willingness?
-Try to engage with those
staff that are resistant –
Young females are still
subservient to males.
-ME to WE.
-Alternative /
apprenticeship program.
Relationship / community
building activities at
beginning of school year
to build trust,
understanding and
respect for different
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
Cultural
Incapacity
Cultural
Blindness
Cultural
Precompetence
Cultural
Competence
be gentle but persistent.
There is no such thing as
learning disability. Too much
relativity in schools.
It’s no use asking the
parents to come to the
school because they
never come anyway.
Using a Folklorama
approach to make one feel
good about involving a
cultural group in the
school.
We aren’t sure if we will
offend anyone by teaching
that to kids.
Encouraging old students
to assume leadership in
global citizenship.
Free ride.
You know if we can get
these kids here one day a
week we’ve done well.
Folklorama approach to
particular culture in a
school or classroom.
Awareness that paper and
pencil exercise for kids
does not promote high
cognitive abilities.
Anxiety and needing more time
are just excuses.
If they (students) were
more.. organized
committed , on top of
things then they might be
successful
There is only so much I
can do when the parents
are MIA.
Teacher using books that
are portraying culture as
sub -standard.
Our literacy results
indicate 80% of students
are reading at grade level.
Let’s drill down and learn
more about the 20%.
Inform out practices.
We don’t have very many
Métis kids in this school.
Aboriginal students do not
feel a sense of belonging
in our schools.
Why are they making us
learn about this
Aboriginal history? I have
other things (math) I need
to learn how to teach
better. High school
teacher.
She has not needs(special
needs) all she needs is a a
push (academic.
Some schools are working
towards sensitivity
training for all staff.
“I’d like to get free schooling
too.”
“When are they going to get
over what happened 200 years
ago?”
“They don’t care about getting
an education.”
“Why should we only teach
their issues?”
“Do they think they are the only
ones who have experienced
hardships?”
Cultural
Proficiency
students and cultures in
room.
Schools which
consistently look outside
to others for resources to
work with their
educational needs
(parents, groups, comm.
groups).
Teachers are standing up
for students in someone
else’s classrooms.
Let’s plan a cultural
diversity week
highlighting the various
elements of various
cultures.
Let’s have a meeting to
discuss which additional
language(s) we can teach
at SD – input from various
people.
Schools which act as
community schools –
excellent ones.
Winnipeg School Division
has now completed a new
diversity/equity policy
that is implemented
division-wide.
Awareness of bicultural
and bilingual programs for
First Nations schools of
choice.
Teaching kids to be their
own advocates. (take a
proactive teacher)
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
Cultural
Incapacity
Cultural
Blindness
Cultural
Precompetence
Cultural
Competence
Cultural
Proficiency
We don’t have any room in this
school for “those” kids.
(in K-12 school with only 160
kids)
-Legislation/Policy
-No religion education
For First nations – The
traditional worldview cannot be
argued without a spiritual base.
They don’t learn the same way
we do – so I don’t believe they
can get the concepts.
Non-Verbal negative
behaviours directed at
minority/non dominant
students
Their parents don’t care
about their kids
Can you come give us a
Métis presentation tell us
about the 7 teachings and
treaties.
I’ve done all what I can do,
now it’s up to them to do
it!
There is a need for
educators to understand
the effects of poverty.
Student directed bullying
assemblies.
Wear Pink days.
Our attempt to develop a
culture of peace and
respect in school-ethos-
Send us to cultural
proficiency PD Board
members need to also be
here.
Manitoba Education
“attempts” to be
inclusive.
Teacher advisor.
Re: French immersion –
It’s not the right program
for him, he’ll just struggle
there. He won’t be able
to keep up.
Kid’s from any culture
learn the same way.
Tell Them From Me data.
-Smudge rooms in schools
along with community
rooms.
-Elders on divisional
committees with
teachers, students.
Heritage language classes.
If they’re going to live in
Canada they need to change.
How old are you?
Adding an E-credit
designation without
planning for the child’s
language needs (ignoring
access).
All Nations festival.
Setting up a committee to
examine what students /
teachers should learn /
teach about cultural
proficiency from N>up.
I don’t want to teach in
Aaschool because children in
poverty are going to end up in
gangs.
The parents have no
interest in their child’s
education.
Placing English language
learners in lower level
classes
Cognitive vs. additive
Willingness to understand
differences within broader
cultures, races, groups of
people.
School has excellent
gradient/continuum for
English language learners
different from Ab. Ed.,
Special Needs, ELA , just
English Language
Learners.
Student driven cultural
events.
I know you won’t take it
personally.
It’s not their fault, they
are genetically predisposed to alcoholism
Those head wrap things
need to go
Young ladies should show
Getting a glimmer that
things need to change.
All the schools who have
excellent multicultural
things ( ie Sister
Adjusting the school year
so that northern students
receive credits in a SeptDec term (because
enrolment drops off in Jan
for many students.)
Anne Sullivan School,
Minneapolis: School
policy that all students
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
Cultural
Incapacity
Cultural
Blindness
their hair off
Cultural
Precompetence
Cultural
Competence
McNamara lobby).
All drunk or passed out.
The students don’t speak
English so they aren’t
smart.
Oh – i just assumed there
were no Aboriginal kids in
this school.
School had an entire
evening celebrating kids
different cultures of
students.
Teachers – lack of
diversity.
I have to do report. I don’t have
time to attend the ceremony
and feast. Message: it is not
important to attend.
“Those Kids”
Oh yea, They’re treaty so
they get everything for
free.
Try to celebrate other
holidays besides Xmas.
“I don’t want that kind in my
class.” ADHD.
No wonder the kids don’t
like her class- I can’t
understand her either.
They don’t speak the language
of educators. They don’t
understand the system.
Just need to learn English.
We don’t have any
Aboriginal kids in our
schools. We don’t need to
teach awareness.
The white teachers don’t
understand Aboriginal
kids.
They don’t want to work. That’s
what happens when you have
everything given to you.
If you want to smudge in
the school do it outside or
where the others won’t
see you.
Teachers giving English
names to students w/
name they have difficulty
pronouncing.
There should be a special
program for “those” kids
outside of the “normal”
classroom.
I only work with regular
kids.
You are not
allowed..maybe one day
when things change!
We don’t have the
resources to help those
student when they
struggle.
We are aware of the
perception of students
that peaceful village is
perceived as only for
African students.
Consideration in the
community/with
community.
Recognize/Appreciate.
Honour/Respect.
School did a year long
study with events and
activities to promote and
learn about Year 1 –
Métis, 2 – Inuit, 3 – First
How might this literacy
program impact
graduation rates of our gr.
9-12 students? What are
we learning about
ourselves as teachers?
Signs around the school in
different languages.
Cultural
Proficiency
learn sign language, to be
inclusive toward hearingimpaired students.
Ability to use a diversity
perspective and integrate
them throughout the
curriculum with the help
of children, parents,
community.
Days / celebrations
(similar to Folklorama)
event.
Bill 18.
Effective data to
determine and support
shift in culture of school.
To spearhead change.
Toxicity is neutralized.
That might be your point
of view and I believe...
All students in the
classroom have access to
the wiggle cushions and
squeezy balls and other
tools.
Starting to take preemptive actions through
changing language viewed
as acceptable.
Informed by Barriers to Cultural Proficiency
Cultural
Destructiveness
Cultural
Incapacity
Cultural
Blindness
He’s not a REAL teacher.
He was educated in NOT
CANADA.
Practices: Hiring policies
that ignore
minority/Aboriginal
educators.
They don’t care.
Did you come from one of
those ACCESS programs?
Were you at main campus
or on Selkirk?
Those kids – different
stereotypes.
I won’t ask so I can do
what I want.
They need to get over the
Residential school thing.
Informed by Guiding Principles of Cultural Proficiency
Cultural
Precompetence
Nations.
Books and reading
materials for kids in their
fist language.
Cultural
Competence
Cultural
Proficiency
Seven Oaks School
Division has a website
page greeting readers in a
variety of languages.
Environment/ Culture of
schools not very
welcoming
-Parents-new studentsvisitors, guests
Can I just call you Sam, it’s
easier.
Feeling some discomfort
with the ‘system.’
If I taught them like I did
10 years ago, they
wouldn’t learn.
If you are truly
committed, you will
contribute your time,
effort and experience
diligently.
When do we include
other languages?
Lights are going on; dark
places beginning to be
illuminated.
Why can’t we stream
anymore? EAL
classrooms are better
than having immigrants
with all of us.
suspensions
A student-friendly survey
(“Tell them from Me”)
provide solid data on
students’ sense of
belonging.
Family literacy groups –
help (P) advocate and
learn about Canadian
school.
Identify what they would
like to do to change their
paradigm and making the
choice to do so!
“We don’t need to teach this
stuff b/c they’ve learned it in
the earlier grades.”
______’s schooling
doesn’t count
Why do we have to focus
so much on Aboriginal
education?
Pretending
“Our school discipline is
good.”
“The community praises
our students’ behaviour.”
Communications with
home done in multiple
languages ie newsletters,
translators available for
meetings.
I don’t want to teach in a school
because the kids have
behaviour issues & don’t want
to learn.
“At risk kids”
The EAL students can’t
read.
Multi-cultural day.
School’s athletic symbol
was an “Indian” head
dress for 40 years. New
principal said the symbol
had to change. It
eventually happened.
Grants & extend extracurricular activities above
and beyond by teachers.
How can we involve
teacher leaders in this
work / world view so that
individually positioned
agents (principals,
superintendants) don’t
embark on this heroically?
Awareness of data that
indicates Aboriginal
students are still
underrepresented in
divisional programs and
dropping out of school.
Having language speakers
work with new Canadians.
Working from
understanding towards
language competence.
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
“He doesn’t belong here.”
“He needs a treatment facility.”
“He could do it if he tried.”
Cultural
Incapacity
I’m just going to call
___by an English name.
Cultural
Blindness
Wanting all people to be
the same – no celebration
of diversity MB Education
is very good at it.
Cultural
Precompetence
Guilt is seeping through
the moral cracks.
“Those parents are the dead
beats.”
“Oh it’s him again. Little
wonder!” Raised eye-balls
Mandatory Antihomophobe workshop
separate from other PD
We are finally meeting
and discussing issues
(PLCs).
The ‘brown school.’
If there’s food, the
parents will come
I treat all kids alike. No
need to change I don’t
have time
It’s not my job to teach EAL
students until they can speak
English well.
He came from Africa. He
need EAL pull-out
instruction.
“Do I have to have them too?”
If it weren’t for all the
needs/diversity in my
class I could teach the
curriculum.
Why do we need to focus
on Aboriginal people when
there are so many other
cultures.
I’m tired of all this
Aboriginal educationwhat about the rest of the
kids.
- How can I get students to
teach me more about
their home country? Can
they also share with their
fellow students?
- Collect and share data
that helps shine a light on
those succeeding or not
succeeding in our school?
What do we need to
change or be aware of to
improve success for all?
Continued beliefs and
practices around
belonging and inclusion.
“We should serve bannock
once a month.”
Cultural
Competence
We have a gay/straight
alliance & we took photos
of the kids and made
‘statement’ posters that
will be going up in our
school.
Addressing what
‘inclusion’ really means
with the students in the
classrooms.
Highlight moments of
fierce conversations with
your learning community.
Cultural
Proficiency
At an inner city HS staff
intentionally initiate
sports activities for
newcomers and First
nations students (after
school).
Playing the role of being
an “Advocate” to my
students and helping
in/out of classroom.
Cultural Proficiency is an
identified focus divisionwide and we revisit this
focus ongoing at the
division and school levels.
“We value the cultural
uniqueness of that
education within our
organization.”
Community service group
helping organizations
outside of their
community, now let’s
bring it back to our own
community and help our
own neighbours.
Representative crosssection of students
embedded in the PD
planning process.
Provincial anti-bullying
legislation.
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
“Doesn’t matter if we set goals
for them, they will move so all
the effort is not worth it.”
Cultural
Incapacity
They don’t belong to this
school
Cultural
Blindness
I don’t read the clinical
report because I don’t
want to be biased.
Cultural
Precompetence
- SMD presentation with
cross cultural presenters.
- Beginning to collect data
with regards to language
(EAL).
- PLCs and Divisional
steering committees.
Questioning how they see
the world and recognizing
their own ‘ism.’
You buy into this stuff?
(restitution, virtues)
Human Rights issues.
He/She is not welcome in
my class because he/she
disrupts the learning of
others.
Seeing a teachers body
language change when a
culturally different child
enters his room.
They will just destroy the
textbooks if we give them one.
We can’t give them one
because we can’t afford it.
They just don’t care – they keep
coming but never actually start.
(adult learners signing up for
school)
Kids don’t succeed
because their parent
didn’t.
We’re all the same.
Newcomer advisory
groups.
Speaking badly when
someone doesn’t speak
the dominant language
well.
Our school will do
Christmas in the
traditional way. They’re in
Canada now.
“They live in Canada so they
need to become Canadian.”
Special needs kids in my
class keep me from
teaching effectively.
Seeking out
peers/colleagues who are
like-minded.
We are giving all admin a
presentation tomorrow on
the logic behind why they
will all be arranging
diversity training for their
staffs.
Some staff are open to
learning more about their
students on a personal
level and address
discrimination.
“Why would anyone want to
continue to live on a reserve;
knowing why they were
created?”
-those kids will never
learn
- that child will never
amount to anything
Treating “Africa” Enjoying
one’s position of privilege
and power
Celebrate diversity
through learning activity
through the year within
school/larger community.
Cultural
Competence
Creation of Cultural
Diversity Group and
Advocacy Program:
addressing different
cultures... celebrating our
similarities and
differences.
Heard person speaking up
during PD about
inappropriate language if
you want to be culturally
sensitive.
Viewing DVD on
Residential Schools.
Cultural
Proficiency
Involvement of elders in
education.
How are we building
culture into our curricula.
All perspectives should be
considered/valued.
Seeing a rainbow triangle
and slogan – ‘You are safe
here.’
We are beginning to
identify EAL learners and
collect data on evidence
of development of
language proficiency
levels and cultural
competencies.
Our staffing needs to be
reflective of the cultures
represented in our
student population.
Speak up with
understanding and
respecting cultural
differences.
Seeing the “7 Teachings”
(Ojibway) painted on
school wall.
Kristine Ball’s work in
WSD to advocate for antihomophobia.
Whole staff approach to
addressing discrimination
and make an active
decision to change their
language to be inclusive!
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
“I didn’t go into education to
work with these kids &
shouldn’t have to do so.”
Cultural
Incapacity
Teachers that have been
in school forever don’t
want to change their
mindset.
Cultural
Blindness
Treating “Africa” as if it
were one country.
Cultural
Precompetence
TTFM survey results
indicates areas of need in
the division.
Cultural
Competence
Having a place in the
school where students
can smudge.
“It’s true they are bad.”
Teachers giving
immigrant students an
English name.
I’ve done everything I
can.
A collection of 911
‘discipline’ slips over 6
years – only 13 were done
for girls. (in one school)
The offering of training
days (PF) often those who
need it most do not come.
Intentional integration of
cultural perspectives into
curricula.
“She should choose to accept
or not... live her religion.”
Texts that ignore cultural
realities(books,videos,einfo, video game, language
etc.
What’s your problem?
You take teaching too
seriously.
“He’s only gonna be here for a
few months.”
How did that teacher get
a job teaching EAL when
she has no degree in it?
Why don’t the Muslim kids
eat pork?
“I may not understand the
Cambodian country I work
in, but I am open to
change.”
I don’t want hyper kids in the
classroom.
Students can’t speak
English so they won’t
succeed.
Classes/courses on cultural
diversity are teaching me
to hate white people (I’m
white)
Next time get students who
know English!
Watering down of
expectations hence
activities or outcomes.
Pick you battles – you
can’t fight them all
At a Winnipeg high school,
the lead teacher
streamlines students into
groupings without
opportunity to re-evaluate
and have them move out
when less English support
is required.
Separate department of
Aboriginal Education
instead of an embedded
presence in all planning
Cultural
Proficiency
Support for EAL students
in Kindergarten – involve
parents – translate
documents – home
reading in their own
languages.
Social Justice Club.
Punjabi alphabet on the
wall of a Kindergarten
classroom (13/17 children
are Punjabi/Indian) with
photos of children with
their parents.
School walls are
constantly decorated with
up to date and regularly
updated photos of kids
from the school at work
and play.
LRSD “Respect for
Diversity” Policy.
Student led GSAs putting
on student workshops in
classes about social
justice issues, bullying,
etc.
Creating clubs to bring
people together –
Gay/Straight Alliance,
Sharing Circle.
Human Diversity Policy in
LRSD.
What began as an “antibullying” campaign
evolved into a schoolwide focus on “how to
treat each other with
respect.”
“All ‘colors’ of the
medicine wheel are equal
in the circle of life.”
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
Cultural
Incapacity
Cultural
Blindness
Cultural
Precompetence
and policy departments.
Cultural
Competence
Cultural
Proficiency
The parents do not understand.
Those parents never read
to their children.
I can pick out the daycare
kids.
Gifted and talented classes
offered as “separate”
classes or for “separate”
groups.
Mini Folklorama events in
classrooms or schools.
This is how ____ is going
to participate in the
concert.
The EAL parents don’t care
about their child’s education.
They don’t have the
BASICS... they don’t know
how to learn.
He/she is so sensitive
Don’t bring out the racist
card with me!
“We need all students to
feel safe in our school.”
A school has worse students
than B school
They only got there
because we have to hire
them.
I’m surprised that she
does so well when her
parents are like that!
While there is recognition
of the need to involve
culturally diverse
community groups in
decision making, those
community groups that
are not readily
“organized” or
represented by a
“spokesperson”
organization are not
included appropriately.
School promotes
expression of culture
through student
lead/initiated groups. ie
Asian heritage club,
Aboriginal Student
Leadership groups, etc.
Using PD days to
show/foster diversity of
our schools through
experimental learning. Ex:
In smaller groups – a
teacher speaks in another
language how to open a
lock. No one is able to
understand. This is to
show what it is like for
many of our new
immigrant students.
Moving from remedial
courses to outdoor
education options to cross
cultural , elder directed
land-based courses. (Hugh
John MacDonald)
Social justice groups are
thriving.
Have you looked at the
selection of students for
that group – not very
diverse.
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
“Do the parent’s care?”
“They should take some
responsibility.”
Cultural
Incapacity
Why do we have to make
these new report cards so
detailed, alot of parents
won’t have the language
to understand it.
Cultural
Blindness
I treat everyone the same
that is fair
A GSA is an attack on “right”
morality.
If they can’t make it
through school they
won’t make it in the real
world.
“Were your offended by
what was said?”
Should not everyone be
offended?
Lack of men in elementary
schools.
“They” prefer we use
their Canadian
names(English names) vs
their real names
Those Mexicans.
Continued use of terms like
“first, second & third world.”
“You have to learn this
western way of writing
and essay in your paper;
thesis in introduction, not
@the end
The university curricula
must be learned, prior
learning is not valid!
Their parents look white
I can’t take them on a field
trip. They won’t be safe.
Sudden increase in
newcomers.
“Sensitivity Workshop.”
We send out notices – I
don’t know why parents
don’t attend the
information session at
school.
This program is more
important than Aboriginal
education.
“Asian kids have to prove
they aren’t smart,
Aboriginal kids have to
prove they aren’t stupid.”
Eye rolling – “residential
schools; when are they going to
get over it?”
“Full of gangs.”
Cultural
Precompetence
Schools display flags of
other countries, and have
special events where
students wear costumes
and eat food from certain
cultures/countries.
Schools have invited
individuals to hear of
experiences at residential
schools.
Building personal
relationships.
Intention of cultural
respect/inclusion in
curricular front matter,
but not always reflective
in the learning outcomes.
I need to know more
about their cultural
practices.
Cultural
Competence
We want to be responsive
and develop an Aboriginal
education policy for our
schools.
Cultural
Proficiency
What do we do about this
after today’s workshop?
Students being
encouraged to speak their
language.
Open dialogue on a
regular basis as part of
school culture – staff
meetings... next steps!
Celebrate ‘Chinese New
Year’ during ‘Spirit Week’
not continuous, just a
‘one shot’.
ESD helps students
understand they can
make a difference.
School Matters Program
targets (through data)
groups that are behind
and tries to bring them
up-to-speed.
Pay student fee or activity
fee for students unable to
afford.
Culturally diverse staff
members hired/employed
by the school/school
division.
Creation of culturally
appropriate
programming.
Making assumptions
about data collection. Are
we collecting the right
data?
The school activity that
articulates that its work in
Cultural proficiency is
never done... but ‘a work
in progress’ to be
regularly reviewed,
celebrated and sought
input about.
Informed by Barriers to Cultural Proficiency
Cultural
Destructiveness
1 day of non-English, nonFrench governance for Grade
11 history.
Cultural
Incapacity
Oh Well, they don’t
understand what I’m
saying anyways
Cultural
Blindness
All kids have to wear
shorts in gym class
“...homosexuals are deviant
and choose a wrong lifestyle...”
Teacher
The First Nations school
system is to blame for the
problems Aboriginal
children have when they
come to our schools
Residential schools were
good for Indian children
“...he is from reserve schools.”
This is my country, so
they have to learn about
this country.
Students need to speak
English at home.
Their parents never come
to parent-teacher conf;
why do I have to care
about them?
Female administrator- you
can take the minutes of
the meeting.
“I’ve tried so many ways to help
this student but it’s no use, his
whole family was like that.”
Photocopiers are only for
white people.
We have enough people
doing LGBT stuff; I don’t
need the training.
“These parents don’t care...”
“There is no bullying in my
Expecting students to
“fit” the system.
Staff not addressing
discriminatory language
Informed by Guiding Principles of Cultural Proficiency
Cultural
Precompetence
PD Day
EAL learners discussing:
-struggles<student
<teacher
-ways to include family
-ways to adapt student
into school culture.
Newcomer “push out”
“drop out” rates are
approximately 80-90%
(depending on the
individual history –
schooling, language level
etc).
“Bring in some food from
your culture for a
potluck.”
“Let’s form a program to
serve those kids.”
“Let’s design a unit
around...”
“I do a pretty good job of
talking about that
topic/group/etc...”
Many schools have
gay/straight alliance
groups, human rights
action groups, etc yet still
difficult to have different
teachers become involved.
Always the same
educators.
Focus on the academics,
that’s what we’re here
Cultural
Competence
“Student” hasn’t been
here for a week? Do you
know why? How can I get
them back?
Cultural
Proficiency
Clinician promoting social
justice for students with a
poverty disability . They
belong in school.
In looking at data “I had
no idea we had that many
____ children in our
school.”
Supporting parents with
the place they are at and
not judging them to be
wrong in how they
parent.
Family based approach –
after school programming
for preschool, school aged
and adult immigrant
families.
School based social justice
group.
Day In Pink.
“Tell me about your
culture!”
“What are you having for
lunch?”
Giving a voice to
everyone.
Diversity is typical.
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
school...”
Cultural
Incapacity
Cultural
Blindness
when they hear it.
Cultural
Precompetence
for...
Cultural
Competence
Cultural
Proficiency
You don’t want your kids to
come here, I mean, honestly,
we have a program for
pregnant teen girls!
He’s Asian so he must be
smart.
Attending gender diversity
PD to best support /
understand students.
I teach all kids like no one
has taught them before.
“Not everyone celebrates
Christmas. We’re going to
learn about a holiday
from India.”
“Make eye contact” – isn’t
appropriate in all cultures.
Reducing difficult to
pronounce name to
abbreviations or
acronyms.
I’ve heard some staff
questioning qualifications
of collegues- citing
privilege for visible
minorities.
Why don’t they just get
their act together? They
have all these
advantages. They get
them paid for.
Teacher to my son with a
Slavic name; “hey
alphabet boy” - all term
long.
I have difficulty
understanding them.. so
unless there’s a real
problem why
communicate.
EA’s from some groups
and not from others.
“We’re very inclusive. We
have a winter concert with
stories that represent our
school’s diversity.”
Us of the TTFM survey to
disaggregate data. A more
open honest look at who
we are.
Including / integrating
students with
exceptionalities into all
programs.
Various representatives
review/provide feedback
/ respond to
‘developments’ and
feedback is used.
“Systems for looking at
data and exploring
learning about what we
can do.”
No assumptions.
Advocacy.
Safety.
Vocalizing your dissent
when a culturally ignorant
comment / action occurs,
intentionally or
unintentionally.
School is making / using
material s that are using
different cultures/ images
to be more representative
of the current community.
Seeing students step up
and understand how to
support all students in
hallways or community.
Staff calling another on
the carpet – about their
“Settlers” rallying to
support valves of Idle No
“Those students won’t change.”
Active participation in
discussions is not necessarily
supported by all cultures –
some believe “listen” more
than “speak.”
Why should we pay for
inclusive education?
They need to learn that
what’s OK at home isn’t
OK at school.
Educators who use the
term “retarded” to
describe a situation but
don’t see anything wrong
with the term.
Assuming Asian students
are better at mathematics.
How can we make
education more
equitable?
Stay in school to age 18.
“Parents often bully us...”
All assignments imply that
the only path to success is
a 4 year degree in a big
name university – no
choice.
Placing EAL student
“closest” to the teacher.
RTI – response to
intervention PD.
ESL – English for the extremely
stupid and lazy.
View provincial policy of
integration(special needs
I can’t get a job because of
preferential hiring –quality
Acknowledging transition
to high school needs.
Continue to create
dialogue between
students, teachers and
admin to be culturally
aware/sensitive.
Include cultural
proficiency in strategic
planning.
Hiring practices that
encourage cultural
diversity.
Informed by Barriers to Cultural Proficiency
Cultural
Destructiveness
We lost the debate on abortion,
we lost the debate on gay
marriage, now, we can’t lose on
the debate on Bill 18.
We have come a long way from
thinking they are mentally ill
bet we should not have to let
them in here.
He can’t speak English, how can
he learn French?
That student shouldn’t be in
French Immersion.
“Speak English” to 2 East Indian
students.
Cultural
Incapacity
students) is
disadvantageous to
general student well
being.
Guidance Counsellor –“If
they’re depressed they
should just shake it off.”
Dominant society –
assumptions of a
name(First Nations last
name-> immediate
stereotype)
First Nation parents don’t
care not understanding
the history of Indian
Residential Schools
Can you clean up the gym
floor – new non-First
Nation teacher stating to
a First Nations principal.
The need to learn “our
way” and get our
credentials.
“There’s a Métis student
on the phone. I told them
to call you.”
Informed by Guiding Principles of Cultural Proficiency
Cultural
Blindness
teachers aren’t getting
jobs for the sake of
diversity.
Cultural
Precompetence
Cultural
Competence
preconceived notions
about a student.
Cultural
Proficiency
More.
We don’t have any
Aboriginal students in our
school divisions, so we
don’t need Aboriginal
education.
If the school makes us
attend an Aboriginal
perspective workshop
then they should do the
same for all other cultures.
Student panel with direct
questions posed to various
cultural groups. Follow
up?
Managers are females.
Mentoring a staff member
in leadership.
“That’s the way I was
taught on my reserve.”
“I teach and integrate the
curriculum into my class,
what do I do with
poverty?”
Student voice group
advocates for activities in
the school for all eg:
creating a healthy School
Wellness Day.
That’s so gay comments.
(not knowing who they are
saying it by)
Beginning to assess ways
to support and engage EAL
learners as a whole staff.
Policy Equity
-ensuring the help goes
where it is needed in
terms of resources
-equity not equality.
University admin is not
diverse.
-Student leadership.
-Social Justice Groups
event.
School book with every
culture in school
represented. With writing
about what they bring to
the school.
Professional Learning
Community. Educators
learn how to engage 21st
Century literacy and
language learners.
Providing cultural PD for
EAs (looking at providing
PD to all members of a
school community) the
beginning of system wide
Mentoring young people
to the workforce.
There’s no resources for
that – doing what we can.
“The children the parents
send to our school are the
best children they have.”
Ideology
Rigidity
Barriers
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
Cultural
Incapacity
Cultural
Blindness
Cultural
Precompetence
These kids shouldn’t be in a
“regular classroom” with that
kind of behaviour – he is
bringing everyone else down.
Why should I learn their
culture when it is always
pushed on us.
“All my kids care about are
video games and parties
There aren’t any gay kids in our
school.
“You must come from
different African
countries – your skin tone
is different.” Said to two
African immigrants, one
slightly lighter than the
other.
“Those parents just don’t
care about their kids.”
Leadership teams
generally not inclusive of
people able to express
represent minority
perspective
Start to look at school
behaviour data using PBIS
(Positive Behaviour
Intervention Support) &
intervene in environment.
Treaty Relations Kit.
We believe in inclusionWe don’t need to plan for
or program for immigrant
children.
Presuming that we are
totally aware of what is
necessary / essential.
“Hey Mr ‘X’ check out my new
track suit – it’s green – your
favourite colour.”
“Nice!”
“Who’d you steal it off of?”
Parents need to do their
job too. I can’t do it all
alone.
All students are the same;
we treat everyone exactly
the same and teach that
way too.
“That little transgender kid
annoys me.”
“Those kids can never
learn.”
Métis children are not
Aboriginal.
-Beginning to collect data
on “success” rates and
gender.
-Including text
representing different
cultural groups, “tasks”
and perspectives in
resources.
-Planning PD days for
cultural proficiency.
Recognize that basic
needs must be met
-breakfast / lunch.
programs
-create the culture of
They’re just lazy.
Cultural
Competence
growth.
Teacher deciding to start
wearing hijab to work.
Cultural
Proficiency
Why would be fee them
(kids) they all have
cellphones... they have
money.
ESD initiatives.
-WE Day
-Filling Buckets
A staff member designed
and built a rolling
treadmill that he then set
up for a mobility
challenged student to
train on his tricycle.
PBIS – Positive Behaviour
Intervention Support.
Manitoba Education
Inclusion Philosophy.
Teacher PLCs regularly
review how are we driving
learning forward and
meeting student needs.
Monitored online
discussion boards.
Ensuring equitable
representation of groups
in decision making.
Having a student
representative at the
board table.
Student voice group talks
about social justice and
what they can contribute.
Informed by Barriers to Cultural Proficiency
Cultural
Destructiveness
Cultural
Incapacity
Cultural
Blindness
“They are too far behind to
catch up.”
-Pronounced Arturo as
Our Tool and laughed.
-She’s from China, she
won’t need help with
math.
-I can’t teach ‘down’ in
regards to making
adaptations.
Their parents don’t take
responsibility.
Kid’s don’t see cultureeveryone gets along
equally here.
We don’t focus on Aboriginal
perspectives because we don’t
have many Aboriginal students.
I’m not convinced of
inclusion. I’m wondering
if it’s at the detriment of
the other students.
Parents don’t care – they won’t
come to parent/teacher
interviews.
“He won’t even look at
me... he must be lying”
when referencing our
interaction with a child of
‘aboriginal ancestry.’
I’m doing the best I can, I
don’t know why they’re
not learning.
“They ruin everything I try to do
with the rest of the kids.”
Special Ed kids use up all the
resources.
Can’t we put them in a different
classroom?
His Dad can’t be bothered
to make him a lunch / buy
Informed by Guiding Principles of Cultural Proficiency
Cultural
Precompetence
belonging.
School events take into
consideration the diversity
of dietary requirements of
the community. Chicken,
fish, vegetarian while also
avoiding pork and beef.
Cultural
Competence
Cultural
Proficiency
EAL activities that
encourages students to
highlight culture
traditions that are part of
their lifestyle / living.
Posters of native culture
and artefacts displayed.
Tail wagging the dog.
Being exposed to deaf
culture.
Encourage newcomer
students to join sports
teams.
They don’t look into my
eyes, so they don’t listen
to me.
He/she has been in the
classroom for a year now
and doesn’t speak English
he /she has cognitive
challenges.
You don’t celebrate
Christmas. You don’t get
presents.
“It is valuable to learn
about others’ cultures and
to talk about one’s own...”
School displays – posters
of multiple ‘cultures’ in
halls.
University students
naturally enter into
responding to student
text from an assets model
(what’s powerful).
Using lens to view/shape
documents, workshops,
policy, actions
From Culturama School
Council to develop voice.
Ethnic jokes.
Heritage Days talent show.
Everyone makes fun of
them, it’s not big deal,
We are not the same. We
need to start embracing
Asking students to be
involved in a PD about
Cultural diversity so as to
hear their experiences
and perspectives.
Putting resources and
staffing in place to do
training around working
with newcomers to create
positive changes.
Learning resources that
are inclusive of diverse
Cultural Celebrations –
incorporating culture into
lessons.
I am sorry, but we don’t
all think like you. (directed
to person unwilling to
change)
Encourage students to
share their personal
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
Cultural
Incapacity
food, why should we feed
him?
Cultural
Blindness
relax.
Cultural
Precompetence
our differences.
Cultural
Competence
perspectives on an equal
basis (not as an add on).
“They are all just lazy and soiled
– they don’t care about
education.”
I’ve been doing this for
years. It works for me.
Awareness about the
possibilities for teachable
moments.
Shaping Canada – new
Grade 11 text for
Canadian History.
No smudging in our school.
“Why do I have to plan
for all the academic,
social, and emotional
needs of my students?”
Speaking loudly to
parents who have an
accent.
While there are certain
pockets or focus areas that
are accepted and valued,
other cultural groups,
norms, perspective, values
are not yet recognized or
valued or looked into.
What we need is a bank of
test for all schools.
EAL PD.
“Intelligence” testing (to
determine funding for
students in the north
-Interacting with someone
of a different ethnic /
social background with
the goal of learning more
of what you don’t know.
We need to do this
differently – they need to
be able to recognize
themselves in.
Language and Identify
students who have
learning needs vs special
needs atudents.
Staff lump all students
together as a group. Don’t
acknowledge differences.
Of the kids missing today,
91% are from community.
Why is that?
Take them from my classroom
and fix them.
With an accent like that, they
couldn’t be smart as they can’t
learn how to speak normal
English.
“What do your people eat at
Christmas?” – Teacher to
African student.
That’s not how we do it.
Quote ”If you’re unsure
what to do with an EAL
student problem, ask
yourself what you’d do for
a student who speaks
English” kids are kids.
Cultural
Proficiency
ethnic stories and
language with the school
staff.
The students in our social
justice club are
advocating for change letters/petitions to
government – the school
is supporting them
actively.
Student’s initiated
projects.
When a group of students
expressed their concern
about their cultural
groups not being
represented in a project,
several staff members
worked with them to
include their voice and
contributions to the
project.
I see daily examples of
doing what’s right for
students >
-provide a snack
-following the lead of the
student: doing what
needs to be done whether
it is in class or at an
alternate location.
Informed by Barriers to Cultural Proficiency
Cultural
Destructiveness
Referring to students as
clientele.
Informed by Guiding Principles of Cultural Proficiency
Cultural
Incapacity
“I do not understand
what the parents say...
they do not speak proper
English...” You can help
them, I do not have the
time.
I try to interact with them
but they are socially
weird.
Cultural
Blindness
Kids are getting it
now...they are coming to
school on time.
Cultural
Precompetence
Creation of EAL afterschool homework club.
Cultural
Competence
Redoing assignments not
simply giving a zero or
incomplete (NHI).
Cultural
Proficiency
LGBT?
GLBT?
Group meetings.
All people (kids) learn the
same way.
Can’t make it to school on
time.
Advocating for equal
rights for all genders.
Expressing concerns about
religious convictions at the
expense of worth/value of GLBT
community. (different approach
had to be determined, apart
from the beliefs at stake)
The “Filipino Way” in
regards to Math
computation.
Thinking there is no need
for cultural
awareness/sensitivity
training for the
staff/division.
Teacher training includes
classes in diversity.
Racism of lower expectations.
Aboriginal students are not
good at Math.
In school only use their
“North American Name!”
In the rest of their life
they use their birth name.
I didn’t see or hear that!
Questions about how to
teach EAL students?
Learning environments
that are diverse to help
students achieve success.
(non-traditional)
Data from
-tell them from ME survey
-MECY assessment
-Report cards
-Discipline / behaviour
records.
Multiple PLCs.
“Why are the newcomers
having difficulty in school?
How can I change to meet
this need?”
Hear conversations about not
including GBLTQ communities
in some private schools.
They must not value their
kids education or else
they would come to
parent conferences.
I work better teaching the
older kids.
“You cannot pray in our school,
even though your cultural
expectations are to pray
5x/day!”
“My strong students...
and my work students...”
I expect the same from all
students. I’m not going to
do double the work to ask
different things from
students.
A group of staff and
students embarked upon a
journey to a northern
school to learn about
land-based education by
following a trapline.
Teacher PD for grade 4
and 6 teachers.
Those kids...
School using the 7
teachings to teach
students to be nice to
each other.
Cool 2 be Kind Week.
Students / staff are being
more vocal about support
for diversity.
Students create and
envision pavilions (as cochairs and committees)
and have the school
celebrate different
cultural backgrounds,
languages and food.
Valuing of arts-based
learning and multiple
ways of demonstrating
and communicating
learning.
“I am committed to this
community as my journey
will always be.”
Including multiple
perspectives in
curriculum, resources.
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
Cultural
Incapacity
Cultural
Blindness
Cultural
Precompetence
Cultural
Competence
Cultural
Proficiency
Homosexuality is wrong/a sin –
They need to be ‘saved’ or
‘changed’ to ‘normal.’
Are you kidding me we
have to sit in this circle.
We can’t have any chinks
in a chain. Right_______?
Haha JK
School snack that
represents various
Cultures. We served
bannock.
Valuing of multiliteracies.
“They just sit in class and look
at you. I couldn’t get them to
say anything.”
Why should we educate
them? They will end up
on the reserve like their
parents.
Some of my best friends
are Native.
Inviting Aboriginal dancers
for a school-wide
performance.
“No LGBTQ students in our
division” – says clueless
teacher.
Their parents don’t care
whether they are here or
not... how am I supposed
to teach ‘them.’
All students expected to
take current topics in First
Nations, Inuit and Métis
studies in our school.
Why do we put priority on
Aboriginal Education? Why isn’t
there a focus on other
culture/languages?
“Inclusive education hold
back the most capable
students.”
Individual attends the
“train the trainer” but
takes it as a PD day with
no intention of sharing
training with others.
Unable to see culture.
Singling out people.
We need to be careful what we
say now.
What would it matter?
Trying to teach kids by still
using textbooks and desks
in rows. 9-3:30 pm.
Those students are choosing to
not watch/participate in the
activity because they are lazy.
To fall off the wagon is a
slight on Métis people.
School’s population has
30% or more in a certain
culture but it is not
recognized.
Speaking very slowly and
loudly when
communicating to people
“Your son had some
difficulty sorting the
holidays into different
seasons, but I’m not
worried because these
holidays are still new to
him.
-Team approach to
change / restructuring a
program for special needs
students.
-Division developing
protocols and strategies
to welcome and transition
newcomer students and
families.
Pointing out to all the
female authors during a
school-wide bingo game
when all their names
were announced.
Including a translated
work in literature courses
and using it to explore
time and place as well as
literature.
Schools at high school
level have GSA groups
with same profile as
hockey team.
Social Justice Courses.
(World Issues.)
We need to know about
all of our students.
Have a group of students
perform in assemblies
showing music / dance
Monthly community
gatherings are translating
into different languages
for parents, caregivers.
Adapting assessments to
allow students to show
what they know (not only
write or speak about what
they know).
Proficiency: “I’ll make it
work!”
Making schools safe in
respectful places >
establishing GSAs.
Students are part of the
assessment process. ie
topics presentation.
Informed by Barriers to Cultural Proficiency
Cultural
Destructiveness
Cultural
Incapacity
Why do we have to have those
kinds of kids come to our
school.
There is something wrong
with him. He needs to be
tested right away. (He’s a
beginner EAL student.)
(Better view to get the
deficit profile, to have the
funding support.)
“I don’t have time to
make adaptations to
assignments.”
Don’t plan anything new, its
cheque day tomorrow.
Informed by Guiding Principles of Cultural Proficiency
Cultural
Blindness
who do not speak English.
Referring to a severely
disabled child-“I know
what you mean. My
(typical) child does the
same thing”
Cultural
Precompetence
from another country.
One-time events are good,
we need to follow up and
keep the momentum
going.
Cultural
Competence
Cultural
Proficiency
Bill 18 – Don’t let this die.
Racism – Stop It Video
production.
Teacher said to a parent “I
don’t know why your son
was assigned to my class.
He should have been in
the other room with the
struggling learners” .
EAL students
They will eventually learn
once they start speaking
English.
Participate in cultural
events that are not
necessarily our own.
To know what we don’t
know.
Development of Learning.
Plans to identify learning
possibilities.
Bill 18 – GSA.
Trustees who want to
learn more about cultural
proficiency.
Teacher... Our school is so
much richer for our
diversity of culture – I
would love my kids or
grandkids to come to this
school.
Huge celebration when
one of our students
figured out how to get in
her wheelchair on her
own!
Not afraid to be different.
Custodian staff worked
with community worker
to build planter boxes to
expand the garden project
for more students to
participate.
Top 3 central admin
positions are female.
Don’t understand why the
parents can’t help their child at
home with their homework.
-Mimicking of foreign
accents.
-Mispronunciation of
names and unwillingness
to change / learn.
They have no sense of time.
“He can’t even speak
English properly.”
(interesting that the
student is devalued for
speaking 2 languages)
The children are not like
they used to be.
Silence has been consent
for saying “that’s so gay”.
PD opportunities only
made available to certain
individuals.
We are doing well when it
comes to cultural
awareness.
“Boy, I didn’t know that.” I
know what I want to do
differently tomorrow in
my classroom."
“I feel that people don’t
understand me because
of the colour of my skin.”
“They judge me
Your sexual orientation
might be questioned when
your request for extended
compassionate leave is
Actually looking at what
we, as a school, are doing
and what we can work on
– others’ perspectives too.
Their culture does not value
education.
Teachers not willing to adapt
curriculum.
Making religious based
learning optional. (yet still
available)
We’ll do a different
activity that draws more
on his experiences next
week.
-Numerous social justice
projects (WE school)
-Aboriginal Academic
Achievement consultant
and teachers
Staff member pointed out
to her colleague that
there is a prevalence of
imagery about the
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
Cultural
Incapacity
differently.”
Cultural
Blindness
presented for approval.
Cultural
Precompetence
Cultural
Competence
I blame his mother. She doesn’t
care.
“I think he may be taking
advantage of you because
he just doesn’t like his
lunch.”
Ignoring the fact that
there is an achievement
gap with children of
different races.
Parents / Community
members in school.
Kids in the community.
My child is stupid.
She is able to buy those
expensive clothes
because she has been
dealing drugs.
Ignoring health curriculum
on sexual health or gender
identity.
All the Asian and “Black”
student are using up our
Aboriginal student space.
The parents don’t care so
we can’t really change
anything.
Your school is different
than all the others in the
division-needs-.
Aboriginal Academic
Achievement ... learning
infused with values,
practices of culture. Part
of School’s learning plan.
It must be difficult not to
be able to express
yourself, as you really are,
when you are just
beginning to learn English.
I have a teacher who is
looking for ideas.
Not everyone in Steinbach
is against GSAs.
Denial that Indian Residential
Schools are/were a big part of
Canadian history and all
Canadians should be aware of
this.
She’s a trouble-maker. What
she really needs is a good kick
in the ass.
Some parents do not care
about their children.
Forcing students to speak
English (even during
break) so that they
‘improve.’
They don’t belong here.
They have a different
philosophy/vision of
education.
Timetable doesn’t work
for all kids.
I learn better from people
who look like me.
I should just teach
everyone the same.
I understand inclusion but
this boy’s loud clapping
and screaming distracts
me from teaching.
That’s not fair his work is
different.
“I’ve never dealt with a
disable student. What do I
do?
PD on LGBTQ continuum
last year in LRSD. Creation
of GSA shortly after.
Cultural
Proficiency
starving children in Africa
when there are children
from all over the world
whose needs are not
being met.
Always asking questions
and being reflective.
-Seven teachings posted
on the wall beside athletic
awards and academic
awards.
-Social action group.
Language and culture
being valued and
acknowledge by school
staff and students.
Inclusion > Diversity
“The Next Step”
Everyone is different
And
We are all accepted.
-Connecting with
community members.
-Students have a voice to
bring issues to the
surface.
Developpements des CAP
dans les écoles.
Valuing staff who speak
Aboriginal or other
languages.
Posters with Aboriginal
students and culture
depicted; posters in
different languages.
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
Cultural
Incapacity
Cultural
Blindness
Cultural
Precompetence
Cultural
Competence
I can’t work with those students
in my room. I don’t think they’ll
fit in-High School teacher’s
email.
The mother doesn’t understand
that her child needs to be
medicated.
Why do you pick them up
for school if they don’t
want to be here.
These kids don’t care
about their culture.
Doesn’t really matter.
Infusing more FN, M and I
perspectives in many of
the curriculum.
“They need to learn
English. They shouldn’t
speak their native
language.”
These kids don’t have a
good role model, how can
I help them?
I treat him just like
everyone else-he doesn’t
need adaptations.
Wear pink on a certain
day, but difficult to move
to a consistent pattern –
it’s a start.
You need to lighten up.
He’s doing fine-he’s not an
EAL student ( about a
student who speaks
Spanish in El Salvadorian
family arrived this year)
“Multi-Cultural activities.
Teacher mimicked East Indian
accent to offer me coffee.
Students feel they have to
change their names in the
classroom.
Cancelling Halloween
celebrations at school.
If he’s got a behaviour problem
–I don’t want him in my room.
Using we/they language
as in “insider/outsider”
groups.
The apple doesn’t fall far from
the tree.
He’s been here long
enough, he shouldn’t
considered EAL.
In reference to our
Aboriginal support teacher
“ why don’t we have a
German or Portuguese
support worker?”
We can’t win them all.
We can no longer do what
we have been doing,
based on what we now
know.
We need to build on
students strengths and
not focus on their
weaknesses.
There’s no point. It’s not going
to make a difference anyway.
That parent never reads
anything so why should I
send a note home.
He can’t be at our school until
an assessment is done.
They get a free education.
Recognizing that FN, M
and I students need a
more definite home base
to be successful in high
school.
Blindness _____ can still
colour Christmas scenes.
All staff look at
assessment data –
disaggregated to plan for
success.
Petition signed by
students to NOT use the
word GAY as slang for
wrong / stupid or any
other negative
connotation.
Who else should we
include in this discussion?
Student diversity on
leadership committees
student voice.
Tell them from me survey
– data breakdown.
Teaching ASL to all
students in the school.
Cultural
Proficiency
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
Cultural
Incapacity
Cultural
Blindness
Cultural
Precompetence
Cultural
Competence
They will never come to parent
–teacher.
“I can’t believe the parent
just doesn’t get up and
get their children to
school.”
Reading out a list of
student names then: “I
won’t even try to
pronounce this one.”
We are making kids soft if
we let kids use their home
life as an excuse for their
behaviour.
Everyone else gets to class
on time.
“We need to do more to
engage Aboriginal
students in our school or
we will lose them.”
Knowing we need to
integrate different
cultures in our courses,
but then doing it on
“special days” only and
not throughout the
course.
Homosexuality is a choice or a
disease.
Being mystified by a
cultural group – “What do
they want?”
Organizational surveys.
Continuum. Talking about
this!
Special needs students take
teaching time from “normal
students”.
“They don’t get it.”
They ( the parents) won’t read
it ( the report card) anyway.
“They need to stop having
so many babies.”
Data analysis make
assumptions based on
demographics –attributing
failure due to
demographics.
Assuming that I should be
in class than considering
that I may be an
administrator.
I teach to the majority.
Echo program – anyone is
welcome to enrol to learn
curriculum from an
Aboriginal perspective.
The school makes it a
priority to on a class by
class basis, ensure daily
through conversation
with students that lead to
a better understanding of
the uniqueness of each
student.
Braiding Histories
Manitoba Museum
Project – BSSAP Grant
Community Schools.
Negative sarcasm.
Mentality that EAL
students “belong” to EAL
teacher only.
Christmas Concert vs.
Winter Concert.
Olive penguins. Catching
themselves from making a
cultural assumptions.
Hurry someone along when
they were invited to talk about
a program.
“My job is to work with
this specific student.”
Lack of programming for
disenfranchised kids. ( at
risk students)
Writing ‘unknown’ when
asked to make conclusions
regarding data analysis.
Those people should not be
allowed to have kids.
What are we consciously
doing to meet needs of all
our kids? Conversation at
last PD session.
Life long learning. Asking
questions. Standing up for
what isn’t right.
Data driven initiatives pathway to student
assessment.
Should we inform parents
about the fact that a
‘brown’ teacher has been
hired to teach at our
school.
We can’t NOT look at the
data because it may make
teachers feel
uncomfortable.
Mental Health and
Wellness awareness day
for students to develop
Cultural
Proficiency
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
Cultural
Incapacity
Cultural
Blindness
Cultural
Precompetence
I didn’t know that child cared
about learning. I will start trying
to include him. I had a different
perception.
Destructive:
They just don’t get it.
Just keep being pretty.
Attendance policies that
don’t respect
family/cultural differences.
Sending 3 counsellors and
one teacher to this
workshop.
When students buy in, they’ll
be alright in my class.
Destructive:
I can’t include them due
to safety reasons.
“Why should I give them
special treatment?”
We’re all the same, all
equal. Why can’t we all
just get along.
Asian people are like that.
(ie all people from Asia are
the same)
Deciding not to make any
reference to faith because
by acknowledging one and
not every other one is
discriminatory. I question
this.
There’s nothing to do.
Need to change how we
do things. (Not done in the
past)
“I’m not sure about Idle
No More. Can you tell me
about what you know?”
Curriculum add-ons or
events no infused /part of
the day to day to
instruction.
Racial comments and
jokes.
Idle No More
I don’t teach any of that
(ie Aboriginal awareness,
culture, activities) and I’m
fine with that.
School based activities
that are based on various
cultures.
Looking at data regarding
referrals to Special
Education or Clinical
supports
They come to me 3-4 years
behind...it’s not my fault
We need to do more for
newcomer students
“What do you expect”
I don’t know what to do with
him.
Blaming:
Comments about parents
and their abilities.
What’s the point of all our
support and planning for a child
who won’t be able to function
in society and add to society.
How do ______ and
_________celebrate_________.
He’ll never amount to
anything in life.
He/she should be in the
alternative program.
Set up a new system of
instructional practice
based on an assumption
that something is wrong
with current practice.
MALLA initiative.
Why are you letting that kid
stay in school.
It’s all the parents’ fault.
One size doesn’t fit all!
Kids are different now.
Cultural
Competence
empathy and
understanding for their
peers.
More is taking place to
educate teachers about
histories / cultural
understandings in our
universities.
Cultural
Proficiency
Informed by Barriers to Cultural Proficiency
Informed by Guiding Principles of Cultural Proficiency
Cultural
Destructiveness
Cultural
Incapacity
Cultural
Blindness
Cultural
Precompetence
That kid will never do well.
“Children going through
speech therapy to get rid
of their strong Cree
accent – so they can be
more successful.”
WE continue to have
activities that are
insensitive to others
cultural beliefs- colouring
Easter eggs, St. Patricks
day...etc...
I am finding ways to
include all my children in
my classroom activities.
“That kid doesn’t belong in my
classroom.”
“He’s going to end up in
jail anyway. Why bother
keeping him in school?”
Avoiding/refusing to include
various cultures in “winter
concerts” (practice).
“Things are getting worse
and nothing is being done
about it...” a teacher
commenting on poverty
relating to cognitive
impaired students.
Why don’t they just “get
over it” already.
Why should she be able to
stay home today...don’t
the parents know the
school is open Easter
Monday.
IEP-R not provincially
mandated (Reporting on
special needs is
separate/optional –
(LIPSERVICE).
Having multicultural
courses as an option
classes-the learning is
dictated by the
student/teachers needs.
PD needs to be offered as
a series instead of one
time wonders AKA feel
good sessions.
Aggressively challenge and cut
off someone who is reporting
information they’ve been asked
to share.
They’re just lazy.
Pretending/unable to see
culture.
Inability to recognize success.
What does this mean?
School planning forum flyer for
communities did not indicate
any of the reserves served by
He looked normal. I didn’t
know he was violent.
Are you on Jamaican
time? (when student
arrived late)
“It’s not my fault he
didn’t learn it. Because I
taught it.”
They live in Canada now.
If they won’t meet me, I
shouldn’t have to meet
them. (parent-teacher
There is no difference. We
are all human beings.
Why do EAL student get
extra help? They are just
kids.
Cultural
Competence
Cultural
Proficiency
Informed by Barriers to Cultural Proficiency
Cultural
Destructiveness
MVSD. If can’t get to the forum
could do it online (what about
no ip)
Shouldn’t be at school but in
another institution. School is
not for him or her. All resources
for only one student. The
resource should be targeting
other students who have real
needs.
The apple doesn’t fall far from
the tree.
He/she doesn’t belong in my
class.
You are not allowed to ever
speak Spanish in my classroom.
They don’t speak will because I
can’t understand...different
accent and pronunciation.
“But they can’t even speak
English. What am I supposed to
do?”
They expect us to change but
they don’t give us the
ability/tools to do it.
The “ move ins” are the ones
Cultural
Incapacity
conferences)
Cultural
Blindness
He’s going to be in jail by
age 18 because of his
attitude. Grade 6 kid, First
Nation/foster kid.
They came to Canada.
They should learn the
Canadian way.
We can’t be responsible
for their learning when
they “go back to their
own country” for a month
during school.
“Are they in foster care?”
“They” don’t want to be
here, yet they still keep
coming.
“Why can’t we wear
costumes for Halloween?
What’s wrong with this
school?”
“I remember when all of
those ‘special needs kids’
had their own classroom.
Those parents had a bad
school experience and
don’t want to engage
with their school.
What’s wrong with the
way we learned in
school... we turned out
okay?
Making fun of native
My sarcasm is effective
with some students...they
seem to like it.
We are doing the best we
can with what we’ve got.
Moving from reserves to
cities.
Culture doesn’t matter in
schools.
Focus on graduation rates.
Focus on basics of reading
and writing with disregard
for other ways of knowing,
I can’t say their Ojibwe
Informed by Guiding Principles of Cultural Proficiency
Cultural
Precompetence
Cultural
Competence
Cultural
Proficiency
Informed by Barriers to Cultural Proficiency
Cultural
Destructiveness
that cause the problem.
He’s not my student.
“ I just didn’t get any” –teacher
explaining why there were no
veggie dogs for Hot Dog day (he
was requested to do so 1.5
weeks prior)
That little boy needs to “ manup”.
Runs in the family.
He cannot go on the field trip
because he has not brought his
loony in. Surely the family has
at least that at home.
Cultural
Incapacity
names like ‘Lonewolf.’
If they would just be
better parents I wouldn’t
have to do this.
“It’s just me in the
classroom; he can’t be in
the classroom when he’s
acting this way.”
Cultural
Blindness
name...do I have to use it?
Diversity training is
separate.
I can give him the work,
but he won’t do it
anyway.
Muslim children wanting
time to pray – Teacher:
the student just wanted
time out of class.
Abbreviating names
because we haven’t
practiced how to
pronounce it.
That’s gay
You’re gay
Don’t speak your language. I
can’t understand you.
If we were able to stream
kids we would be much
more successful.
MTS workload survey singling
out students with special
needs, EAL as a deficit.
Does he have a Bachelor’s
Degree in Phys Ed or is it
just a minor?
This kid is not normal –
It is very difficult to get
Everyone is the same to
me.
Jokes
Not doing adaptations
because it is not fair to the
other kids.
He is not at the same
Fountas and Pinnell level
as his peers there should
be testing to determine if
he is cognitively delayed
(beginner or intermediate
EAL student)
Need to increase
/strengthen the
communication between
the language teachers and
our cultural expectations
for the classroom.
Ignoring culturally
informed perspectives that
differ from the dominant
view.
Only a few kids get bullied
Informed by Guiding Principles of Cultural Proficiency
Cultural
Precompetence
Cultural
Competence
Cultural
Proficiency
Informed by Barriers to Cultural Proficiency
Cultural
Destructiveness
transgender- he can’t learn like
the others.
That child does not belong in
the school system.
“ Can we send kids back to the
newcomer program because
they’re difficult in class.
Cultural
Incapacity
good results with the
demographics we have in
the building.
Teachers only want to
teach high end courses.
Not pronouncing last
name of child for fear of
mispronouncing it.
I’m not sure how to reach some
of my kids? They just don’t
care.
No / poor parenting skills.
I can’t teach them if they’re not
ready to learn.
If the girls can tie their
skates you ‘boy’ should
be able to tie your skates
as well.
They won’t be here long
before they move again.
They don’t get it.
“ They don’t see how good they
have it...they don’t value
school. “
Their parents are not
educated, they don’t
know better.
Students are not allowed into
certain classes until they teach
They are not grade level.
Cultural
Blindness
due to race. We really
Don’t have a problem.
There will always be kids
that fail.
Just immerse the EAL
student into the classroom
without support. He just
has to work that much
harder.
Policy, practices which
don’t all us on a system’s
basis to identify children
as needing academic
supports and being gifted
and talented in other
areas-considered equal
needs.
He is not capable of
learning because he is
from the North.
Teacher showed a film
about the Taliban without
proper prep. Student
bullying toward an Iraqi
student followed.
I’m the only one that is
working here-the parents
and student are doing
nothing. That’s how they
are.
He’s really doing well...for
a boy.
Informed by Guiding Principles of Cultural Proficiency
Cultural
Precompetence
Cultural
Competence
Cultural
Proficiency
Informed by Barriers to Cultural Proficiency
Cultural
Destructiveness
a specific level of English.
The parents don’t care.
Cultural
Incapacity
Cultural
Blindness
Negative talk and then
“just kidding”
First Nations cultural
differences.
Those kids are going to have to
get with the program.
I taught the older brother.
It runs in the family.
Shortening an immigrant
student’s name so it’s
easier to pronounce.
They just cannot learn
anything new.
My optional course is a
“dumping ground”
‘They’ don’t value
education.
No such thing as ADHD.
Their work ethics are so
different from ours.
Parent didn’t graduate,
no hope for the student.
Those kids are a burden on our
system.
The kid is borderline retarded.
They are not here to do school.
What is wrong with the
Residential Schools? People got
an education didn’t they?
He is oppositional and the idea
of counter will doesn’t make
sense to me.
“This educator would never be
accepted by the community”
“I’m not racist but...”
Are we culturally sensitive
in our assessments? Not
understanding or making
assumption that all are the
same in the same culture.
They all want to be
doctors when it just won’t
happen.
Get a boyfriend.
School division staff do not
reflect students .57
countries of students and
basically an all white staff.
Referring to a child with
Downs Syndrome “ We
don’t talk about his
disability. We treat him
just like everyone else”
ECE (nursery)
The whole family is “that”
way! All the other kids are
“like that.”
Informed by Guiding Principles of Cultural Proficiency
Cultural
Precompetence
Cultural
Competence
Cultural
Proficiency
Informed by Barriers to Cultural Proficiency
Cultural
Destructiveness
(i.e. would not fit in with the
majority profile)
“They should learn about our
culture. There are too many
cultures for use to learn about.”
“ They need to be able to speak
a certain level of English before
they can be in a class like
mine.”
“Our school won all the
trophies until we had to let
those kids in.”
“ If they don’t like it, they
should go back hom.e”
I refuse to implement strategies
for ADHD until I see a diagnosis.
I’m not racist but I don’t want
those people in my kids class.”
There is nothing wrong with
him-why can’t he do his
homework!
“ We use to always have gender
bender day. It was fun and
there was no ill-intent.
I am one of those people who
says we don’t say retardedcognitively challenged.
That kid is just like his mother.
(I taught her).
Just another example of narrow
mindedness.
Inclusion described as “being
part of the class without the
scaffolding necessary to
Cultural
Incapacity
Cultural
Blindness
Informed by Guiding Principles of Cultural Proficiency
Cultural
Precompetence
Cultural
Competence
Cultural
Proficiency
Informed by Barriers to Cultural Proficiency
Cultural
Destructiveness
learning being provided or left
out.
“He would learn better in the
resource room with others like
him.”
Using derogatory terms to
describe a cultural group.
“ They come in telling us what
to do.”
“They don’t value education.”
“ Those parents are useless.”
“ He’s choosing not to focus.”
“ Mom needs to take
responsibility for her children.”
“ There’s a family out here
speaking Mexican. I think
they’re looking for you.”
He is not capable of abstract
through. He is cognitively
delayed.
Students being scored
inappropriately on reading
comprehension because their
accent wasn’t understood by
educator.
Put these students in a
class/until they’re fluent in
English.
They’re in Canada now they
should dress like a Canadian in
order to fit in.
“ I’ve told you 3 times. Why
aren’t you getting it.”
“Is there another school where
Cultural
Incapacity
Cultural
Blindness
Informed by Guiding Principles of Cultural Proficiency
Cultural
Precompetence
Cultural
Competence
Cultural
Proficiency
Informed by Barriers to Cultural Proficiency
Cultural
Destructiveness
this student is able to attend?”
He’s a Homo!
Cultural
Incapacity
Cultural
Blindness
Informed by Guiding Principles of Cultural Proficiency
Cultural
Precompetence
Cultural
Competence
Cultural
Proficiency