建设包容卓越的文化
Cultural Fluency Associates LLP has been contracted to work with 杰克逊的大学 to build a culture of 包容的卓越 at the institution. This work will be conducted over a period of many months and will be performed in stages.
这个词, 包容的卓越, captures the commitment to full and meaningful access and participation by everyone, with attention to those who experience particular and complex obstacles to the full benefits of 杰克逊的大学. Cultural Fluency Associates will guide the 杰克逊的大学 community in defining and creating 包容的卓越 在它的环境中.
关于文化流利协会
-
它包括什么
The work will occur in a series of interconnected and interdependent phases. Phase I begins with the Jan 9th Convocation in which the 包容的卓越 work will be introduced to the College Community via keynote and breakout sessions. Phase I also includes an assessment of the College’s climate and culture from many perspectives. This will involve an online survey as well as in-person focus groups. Understanding the varying experiences of 杰克逊的大学 is essential for the community to imagine an inclusive future state. We will also rely on existing data collected by the institution that can serve as benchmarking for measuring progress. The initial phase also involves training with college leaders. The President’s leadership team will engage in a series of group and individual sessions. The goal is to educate and train college leaders on a shared set of language and insights so that as inclusion efforts unfold, 他们有能力支持成功. Phase I concludes in April of 2024 with a series of campus-wide Inclusion Goal Identification sessions with participation by students, 工作人员, 教师, 和管理. The results of the assessment will be shared, 讨论了, 并用于确定大学包容目标.
There will be planning and some additional work with leadership during the summer of 2024. Phase II of our work with the broader College community will pick up in the fall of 2024. This phase will build on the assessment results with opportunities for the college community to prioritize inclusion goals and create unit-level action plans to begin the transformation of the college at the policy and practice levels. To make meaningful and grounded action plans requires a grounding in the foundational concepts that constitute the Social Justice approach – specifically how unintended exclusion is manifested and active inclusion achieved through equitable rather than equality-focused interventions. 因此, this phase will involve work with either divisions/departments or college personnel more broadly to prepare them to identify ways to interject more inclusive 实践 into their sphere of influence. It may be that there will be a desire for those beyond the leadership cohort to experience the powerfully enlightening benefits of the Intercultural Development Inventory (IDI).
The spring semester of 2025 will mark Phase III and will be a time of implementing transformational inclusion 实践 at both the individual and group levels as well as institutionally. Based on the needs and gaps revealed in the assessment results, sessions on building interpersonal intercultural proficiency and inclusive 实践 for group settings could be offered to identified individuals. More advanced sessions on skills such as allyship, 招聘过程中潜在的偏见, microaggressions, 种族和白人, interrupting and engaging offensive language and behavior, 有一些可能会提供的主题吗. This phase also allows the first opportunity to compare responses to standardized measures of belonging and connection reflected in existing College assessments, 并且确定有用, to repeat some of the assessment components conducted one year earlier.
-
我们做什么
建立诚信文化 包容的卓越 is the work of individual and institutional transformation; supporting people in growing into better versions of themselves and modifying processes, 政策, 以及更具包容性的做法. Such work requires an invitation that is respectful, compassionate and without judgment regarding the experiences and lessons we carry from our past and our incomplete learning with regards to how others experience the spaces we share.
We approach this work ready to facilitate learning, 支持表达式, 培养自信和能力. We educate, guide, and lead 杰克逊的大学 into the future it defines and desires to build. 虽然我们对未来的道路有一个概念, 每次行程由, 并且是独一无二的, 旅行者自己, so legs of the journey will be customized as the road unfolds.
Our approach for individual transformation recognizes the developmental nature of growth in this arena and utilizes a multi-pronged approach so that insights might be practiced as they emerge and that sustained attention might be applied to the endeavor. We utilize and leverage the benefits of both the Intercultural Development approach including the Intercultural Development Inventory (IDI) as well as material drawn from the Social Justice approach.
The Intercultural Development Model describes the five fundamental ways people engage across differences and the impacts of each. The Intercultural Development Inventory (IDI) is a well-respected online assessment tool for measuring an individual’s default approach for engaging across cultural differences. It has been shown through research to be reliable and cross-culturally valid. 通过1:1的对话, an understanding of one’s default approach for engaging across differences is paired with strategies for expanding the variety of ways one engages. Individuals learn to see the contrast between how they desire to show up and how others are likely to experience them.
The material from the Social Justice approach provides an understanding of the ways that privilege is derived and conveyed and oppression experienced. It also explores how our notions of equality and equity are reflected in our 政策, 实践, 组织规范. 在一起, 这种材料对任何人来说都是一种方式, but particularly those from the dominant culture, to recognize how exclusion may be unintentionally built into 政策, 实践, 以及个人行为.
Institutional transformation occurs as norms of active inclusion in policy, 实践和过程占据主导地位. This work relies on the individual and collective capacity to “see” things in ways that were previously missed and to have the tools for evaluating and then modifying potentially exclusionary ways of operating.
-
我们是谁
Arlene Garcia, EdD, LCSW
Dr. Arlene Garcia is a cultural fluency educator and clinical social worker. Her work in these areas spans over 15 years and centers on supporting individuals, 社区, and organizations in their unique and transformative intercultural journeys.
Dr. Garcia is also the co-founder of the Connecticut based advocacy group RACCE (Radical Advocates for Cross-Cultural Education). Her leadership and work with RACCE centers on the achievement of institutional and macro-level equitable educational 实践.
作为一名临床社会工作者. Garcia is seasoned in her healing work with minoritized and marginalized populations. She is experienced in client-centered and trauma-informed approaches to individual therapy that bears witness to varied experiences with power and privilege.
Her professional experience also extends to the academic arena where she has held various titles including Department Chairperson, 全球网络赌博平台负责人, 助理教授, 兼任教授. Her academic experience includes program development, 认证的准备, and service on academic and community-based committees.
凯文Skwira-Brown，城市生活垃圾，LGSW
As a founding partner and full-time trainer/consultant with Cultural Fluency Associates LLP, 凯文的发展, 礼物, 促进多样性, inclusion and cultural development work with individuals and organizations striving to live in line with their values and mission.
Kevin has experience providing direct social services, 大学水平的教学, 还有草根阶层, 多元文化社区组织. For the past 15 years he has combined his commitment to justice, his knowledge of dynamics of privilege and oppression, 还有他的倾听技巧, 促进, 和教学, to provide transformational DEI training and consulting.
客户包括学院/大学, 市、县政府, 基金会, 非营利组织, 学校, 还有宗教组织. His community work was highlighted in the PBS special, 我们的孩子:缩小机会差距 哪部在2019年首映.
Arlene Garcia, EdD, LCSW
凯文Skwira-Brown，城市生活垃圾，LGSW