The Cultural Proficiency Manifesto

Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on applying the Cultural Proficiency Framework in various contexts.Email – randallblindsey@gmail.comWebsite - CCPEP.orgTwitter - @RBLindsey41

"Dr. Lindsey′s Manifesto is a call to action for educators to ensure we are creating culturally responsive educational environments to support all learners and teaches us how to authentically engage in the work of educating our wonderfully diverse population."

• ForewordAcknowledgmentsAbout the AuthorIntroductionPART I: THE NOISE: A VICIOUS CYCLEChapter 1: Purpose of This ManifestoMy PerspectiveMy ConcernReflectionThe Cultural Proficiency Framework as a Road MapTechnical and Adaptive ChangeReflectionExpressions of Bigotry Can Be MotivationalReflectionDesign of This BookChapter 2: A Brief History of Inequity and Equity: A Tsunami WarningLesson Learned #1Cycles of Disruption as Levers for Change: A Tsunami WarningInequities Are on Our Doorsteps for Us to AddressThe Silver Lining of Equity in Our Founding DocumentsLesson Learned #2ReflectionReflectionMore About Achievement GapsThe Myth of Failing Public SchoolsSchool Reform from 1980s to PresentGoing DeeperDialogic ActivityChapter 3: History and Hope for Changing SchoolsEducation Language and the Power of “Why?”Lesson Learned #3Transformative ChangeThe Achievement Gap Is Not NewInto the Second Century of Education Reform: The “Why?” QuestionAmidst the Noise Is ClarityGoing DeeperDialogic ActivityPART II: LISTENING FOR CLARITYChapter 4: The Cultural Proficiency FrameworkCulturally Proficient LeadershipLesson Learned #4The Tools of Cultural ProficiencyThe Cultural Proficiency Conceptual Framework as a GuideBarriers vs. Cultural Assets: The Tension for ChangeTransforming the Culture of SchoolGoing DeeperDialogic ActivityChapter 5: Resistance to Change: The Anger–Guilt ContinuumSurfacing Privilege and EntitlementReflections on Entitlement: A Mystic Elementary School ConversationReflective ActivityCarrying Our Learning ForwardGoing DeeperDialogic ActivityChapter 6: Going Forward Takes Commitment and Effort: It Always HasThe Blaring of TrumpetsPHASE 1: The Guiding Principles of Cultural ProficiencyNine Key Questions for Reflection and DialogueUse Internal Assets and Be IntentionalPHASE 2: The Essential Elements of Cultural CompetenceGoing DeeperDialogic ActivityChapter 7: My Final Thoughts and, Then, Your TurnTwo-Phase Process—Guiding Principles and Essential ElementsReflectionClosing CommentsReferencesResourcesIndex