RUNNING HEAD: SYSTEMIC CHANGE THROUGH CULTURAL COMPETENCE 1

The School's Challenge to Emerge from Liberal to Critical Multiculturalism and

Diversity Through Growth Along the Cultural Competence Continuum
Julie Chouinard
Charles Sturt University

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Multiculturalism has been a topic of discussion in our schools for decades. From a
superficial approach rooted in liberal multiculturalism in the 70s and 80s (Robinson,
p.70, 2005) to a paradigm shift towards critical multiculturalism and diversity today,
educational systems still have much work to do to reduce the gap between theory and
practice (May & Sleeter, p.12 2010). Not everyone shares the belief that embracing
multiculturalism is the way forward. According to May & Sleeter (p.2, 2010), some U.S.
critics argue for safetys sake that languages, religions, ethnicities and other cultural
differences need to be erased. Based on research that shows that students who feel
welcomed and accepted in their schools are more likely to succeed academically
(Ministry of Education, Foreword, 2009), Ontario has adopted a stance diametrically
opposed to the U.S.s and believes that diversity can be one of its greatest assets
(Ministry of Education, p. 5, 2009). The reality, however, demonstrates that
discrimination is still prevalent. As a result, continuing with business as usual, is likely to
result in the system failing the very students who have historically been underserved
(Howard, p.17, 2007). In fact, the consequences of ignoring of minimizing the
importance of diversity in our educational system would have a far reaching effect on our
societys future prosperity.
In order to bridge the gap between theory and practice, our school leaders must place
cultural competence at the core of its priorities. Shifting away from a practice of liberal
multiculturalism, which offers an easy-to-follow but trivial perspective on culture (May
& Sleeter, p.4, 2010), teachers and administrators must first challenge themselves

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and peel back the layers of their own biases. At the school and system levels, the
curriculum and para-curriculum activities must be designed, developed and delivered in
such a way that each student can see her/himself as a relevant and valued member of
her/his society. Finally, in order to implement a significant and long-lasting shift towards
critical multiculturalism, the school community must be included in an authentic manner
every step along the journey toward cultural competency.
In an alternative high school populated with students at risk of not graduating, the
author has seen diversity expressed mainly through gender expression, socio-economic
status, difficult family dynamics, and mental illness, which reminds us all that true
diversity reaches much further than what is seen on the surface. In order to close the
achievement gap for all learners, educators have a moral imperative to seek cultural
competency for themselves and act as an agent of change to support those within their
sphere of influence.
According to Leithwood et al. (2004), student outcome is most impacted by
teachers, followed by school leaders. Educators therefore hold the key to systemic
change. School leaders need to play a key role in facilitating their staffs progression
along the cultural competency continuum. In order for a school to deepen its proficiency,
an alignment of beliefs is imperative and will precede any profound change in
instructional practice (CampbellJones et al., p. 59, 2010).
CampbellJones et. Al (2010) determined that this moral foundation is expressed
through six guiding principles:
Culture Is a Predominant Force
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People are Served in Varying Degrees
The Group Identity of Individuals Is as Important as Their Individual
Identities
Diversity Within Cultures Is Vast and Significant
Each Group Has Unique Cultural Needs
The Best of Both Worlds Enhances the Capacity of All
(p. 19)
A large scale adoption of this set of beliefs is not easily done. Educators are the
product of their environment and they generally do not represent the students they teach.
In fact, in the U.S. (whose data is likely comparable to Canadas), ninety percent of the
public school teachers are white (Howard, p.17, 2007). Without critically reflecting on a
long-standing belief system, teachers thoughts and actions are likely to reflect those
similar to liberal multiculturalism (CampbellJones et al., p. ix, 2010).
Peeling back the layers of a persons preconceived notions requires effective
reflection and a healthy dose of courage to overcome the barriers to reach cultural
competency. According to CampbellJones et al. (2010), recognizing the truth behind
systems of oppression, in addition to admitting a sense of privilege and entitlement
afforded to them can only be done by surmounting the most challenging barrier of all:
Resistance to change.
To initiate change, school and system leaders must first model safe and inclusive
practices, thus building trust and offering its staff the opportunity to create an
environment ripe for student success through staff growth and development (Howard, p.
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17, 2010). Through their words and actions, school leaders must exemplify these guiding
principles.
Once an environment of trust has been cultivated, the teaching staff must initiate
the change process by first confronting its own role in society. School leaders and
teachers who do not take an honest look at the impact of power and privilege as it relates
to social dominance in a historical context are not likely to engage in the profound
change needed to enhance our school safe and welcoming environment (Howard, p.18,
2010).
In an alternative school setting where most of the population is of similar ethnic
background, the cultural proficiency challenge is related to the development of a belief
that some sub groups are underserved and that some issues, such as poverty, are complex,
multi-generational, and not the result of a desired status in society. Leaders must seek to
know and understand their students. They must gain knowledge in the areas of mental
health, learning needs and power dynamics. The students at alternative schools may be
behind in their academic achievements, but they make up for it in their street smarts and
survival instincts. As a result, they can usually detect a lack of authenticity and are not
likely to respond positively to a staff whose desire to support them does not feel genuine.
According to the 2006 Census of Canada, Ontario is very diverse (Statistics
Canada, 2006). With over 200 languages spoken, a young and growing aboriginal
population, an increasing diversity expressed in religious faiths and visible minorities and
a larger portion of same-sex couples identyfing as such on the census. Canadas most
diverse province is indeed well represented in its classrooms. To engage our students,
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especially our most at-risk groups, we must ensure that they see themselves reflected in
their learning environment (Ministry of Ontario,
p.5, 2009). Educators must pay attention to what students see, hear and feel both inside
and outside the classroom. The curriculum, its delivery, and the school environment,
along with its para-curricular activities and displays, must be critically reflected upon,
through a lens which values the unique and diverse student population.
Educators days are filled to the brim, and adding to this already full plate is likely
to result in increased resistance and very little buy-in. Sapon-Shevin (2008) wonders if
diversity were part of the solution rather than part of the task overload (p.49). When
teachers develop authentic relationships with students, honor diversity through the
curriculum, differentiate to meet each students needs, recognize different ways to
express intelligence, and develop a culture of high expectations (Howard, p.20, 2007) the
setting is ripe for every student to be successful. In a safe and caring environment, the
teaching staff is able to embed ongoing conversations within the curriculum thus
proactively addressing potential issues and dilemmas, resulting in a culturally responsive
approach that not only meets the needs to at-risk students, but benefits all students. When
one believes everyone is uniquely diverse, the best teaching practices are the ones who
recognize the unique needs of each individuals. Additionally, in an alternative school
setting, educators who avoid blaming students and their families for gaps in academic
achievement and place their energies where they will have the most impact (Howard,
p.21, 2007) are more likely to reduce the achievement gap for at-risk learners.

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Recognizing that curriculum design can be biased toward a Eurocentric view of
events (May, & Sleeter, p.13, 2010) is the starting point to addressing and correcting the
imbalance by providing opportunities in the classroom to see concepts from different
perspectives. In an alternative school setting, one must reflect on how some topics
sensitive to this target group are addressed. For example, in the Parenting course, is the
issue of teen parenting presented with a negative bias? In the Foods and Nutrition course,
are opportunities to cook offered in the classroom setting in order to offer the same
choices for students who may not be able to afford the purchase of food at home? What
musical instruments are being taught? Is classical music favored over ethnic and regional
music? Do the arts projects reflect the richness of the Aboriginal groups or the countrys
French heritage? Many more questions abound and must be critically reflected upon with
a growth mindset towards cultural competence if they are to be rectified.
Just as important as the formal curriculum is the informal one. Indeed, the latter
often communicates the most powerful messages (Hoer, p.87, 2007). The school
environment should project a safe and welcoming atmosphere. As one walks the halls, or
attends extra-curricular events, she/he must reflect on the unspoken messages that are
transmitted by all these details. Do all students have access to washrooms, even those
who do not identify with their biological gender? Do same-sex couples feel excluded
when filling out school forms? Are the hallways of the schools lined up with athletic
trophies and banners? What does it communicate to the students who value chess, music
or drama? As the schools cultural proficiency grows, these questions will surface, and
change will become not only inevitable, but desirable and imperative.

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Apple (1999) argues that schools and the broader society are not separate entities.
As such, if the former is to be authentically embedded in the latter, then the integration of
the community in the schools moral vision of cultural proficiency must be embraced and
sought out (Robinson, p.72, 2005).
Engaging the entire school community means that everyone is on board, from the
time a student enters the bus to the time they leave, including all the interactions with
non-teaching staff, such as the custodian, front office staff or school psychologist
(Howard, p.17, 2007). School leaders and district leaders must have a finger on the pulse
of the interactions taking place in the school and must ensure the education of all staff
who come into contact with their learners. For example, does the crossing guard know
how to address Jess, the young boy who identifies as a female? In a educational setting
where all members of staff can model a set of belief where Jess feels welcomed and
appreciated, she may have a chance to focus more on grammar and less on gender.
Along the way, families and communities must be included in this ongoing
conversation. Modeling a safe and inclusive language and behavior is a starting point,
which must be followed with opportunities to develop cultural competencies. Offering
parents and guardians the opportunity to participate in conferences, book clubs and open
houses are some of the many ways to help the growth of the community. There is an
African proverb that states that It takes a village to raise a child. The school community
plays an important role and its leadership in safe and inclusive practices must influence
the village in which the child is raised.

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The issue of multiculturalism is one that will likely be the subject of many
conversations among educational circles for years to come. Critics argue that the voice of
the majority and its culture, along with its power, must reign supreme and others must
adapt to their ways of being. Others see multiculturalism as a richness, many threads of
different colors and textures who, together, form a strong and beautifully woven fabric:
The fabric of society. The province of Ontario does not wish to wait and experiment on
its youth to decide which is the right approach that will yield a stronger society. It
believes that Equitable, inclusive education is central to creating a cohesive society and
a strong economy that will secure Ontarios future prosperity (Ministry of Education,
p.5, 2009)
Through research, ongoing conversations and reflections, schools are exploring
ways to address and positively impact their student population to raise achievement for
all and reduce the achievement gap for at-risk groups. The development of cultural
competency by raising staffs awareness will create a ripple effect that will also impact
the way the curriculum is taught and its content will be assessed with a keen eye for
social justice. The repercussions will also impact the schools surrounding community by
enlarging the circle of influence to include The Village whose role is central to a
childs growth. That, I believe, will result in long lasting effects not only in academic
achievement, but also in social and mental well-being, a key ingredient in another
ongoing hot topic deserving of its own analysis: The eradication of bullying.

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Studies. New York: Peter Lang.
CampbellJones, F., & CampbellJones, B. (2010). The cultural proficiency journey
moving beyond ethical barriers toward profound school change. Thousand Oaks,
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Canada. Ministry of Education of Ontario. Achieving Excellence: A Renewed Vision for
Education in Ontario, Queens Printer for Ontario, April 2014.
Hoerr, T. R. (2007, March). Affirming Diversity. Educational Leadership, 64, 87-88.
Howard, G. R. (2007, March). As Diversity Grows, So Must We. Educational
Leadership, 64, 16-22.
Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). How
leadership influences student learning: A review of research for the Learning from
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