The diversity found in our schools today calls for teachers to consider, more than ever, how their practice and overall dispositions truly reflect an inclusive environment that individualizes the experiences of students and families to support growth and learning. When teachers engage in culturally responsive pedagogical practices, together with the use of intercultural connections, they are sending the message to families, students, colleagues and community partners that past and present experiences of all stakeholders do matter. The narratives that families, students, and teachers bring into the classroom are important windows into their thinking, and can provide insight into what influences the ways in which their decisions are made. A classroom that engages in the sharing of multiple perspectives, ideas, and experiences is a stronger one. As teachers consider how their background knowledge, own dispositions, and self-efficacy beliefs impact their practice, additional efforts in seeking the right support, professional development, and resources may be needed in order to meet the various needs of students and families.
Teachers serve as role models and have an immense responsibility in creating a learning space that encourages the exchange of ideas in respectful ways, even when topics may be difficult for some to explore. Current societal discourse related to issues of diversity and true inclusiveness requires teachers to have specific knowledge related to group dynamics and how to effectively communicate with a variety of stakeholders while meeting individual needs of families and students. In addition, we argue that it is essential for teachers to have in-depth knowledge of current events and ways the perpetuation of myths may have impacted misconceptions related to specific cultural groups.
Many teachers are working tirelessly at creating classroom spaces that are multicultural and culturally responsive, and are utilizing evidence based practices to support the selection of strategies and techniques to communicate more effectively with families. In this book, we want to encourage teachers to continue this effort while considering the role intercultural connections can play in empowering all stakeholders to build a partnership to support students. When families and teachers collaborate it is not only beneficial to the students but it also provides a powerful learning experiences for everyone involved.
The overall idea behind this book was to focus specifically on the importance of effective communication and ways it could truly make a difference when collaboration with a diverse group of individuals. In addition, we wanted to engage readers with topics related to culturally responsive practices and ways it could, when coupled with intercultural connections, make a difference on ways people communicated with one another.
Initially, the chapters in this book were written for teachers working in early childhood settings. However, we quickly noticed that they could also prove useful for anyone collaborating with families and students in various educational and community wide-efforts. Because concepts related to diversity, especially culturally responsive practices and intercultural responsiveness, can be misunderstood, we decided to include the foundational information we considered essential for all to reflect upon prior to delving into the specific strategies that could be applied to a variety of settings.
We paid close attention on the impact of teachers decisions and ways these decisions influenced the type of relationships being built with families and students. When thinking about teacher and family partnerships, we focused specifically on intercultural connections in order to encourage teachers to share their own identity and experiences to make connections with others. We argue that a human experience is needed for effective relationships to flourish and for partnerships to be built. As intercultural exchanges happen, a better appreciation for the impact of culturally responsive practices is built, and the role background experiences play on ways relationships are built not only appreciated but considered essential for effective and meaningful communication patterns to take place.
The book is divided into foundational chapters and specific evidence-based strategies that were selected based on many of our experiences working for the past five years with education students, schools, families and students, and community partners. All chapters include information from research related to topics being explored, while also providing readers with snapshots to highlight a particular strategy or experience. We incorporated opportunities for individual and group reflection after each case study, and ideas to consider and try out to further expand teachers’ knowledge. Each chapter includes an additional reflection to further encourage an exploration and reflection of items read and learned. We envision the additional reflective exercises as opportunities for readers to engage in lively discussions and exchange of ideas and perspectives related to concepts learned and reflected upon. These reflective exercises also provide the opportunity for readers to consider specific instances in which they may have had an experience related to concepts just read and to explore ways specific decisions impacted outcomes.
Communicating effectively in any situation can be challenging, especially when topics, experiences, and background knowledge may impact the way we listen as well as how express ourselves with others. When teachers send the message that agreeing to disagree is okay, that assumptions are not ok, and that providing respect to everyone’s opinion without forcing a way of thinking is critical to an inclusive learning experience we are off to a great start.
Teachers’ power to encourage diverse perspective and respect for others is not to be taken lightly. Teachers need the knowledge of current discourse related to diversity and inclusive practices in order to communicate that attention to the myriad of concepts related to inclusive practices is not a one-time event or a monthly activity, but rather an integral and ongoing part of all interaction. When teachers embrace the overarching principle of inclusivity and respect for all as a non-negotiable element of all the educational process, they can listen to the narratives students and families bring to the schooling experience and share their own in a safe and welcoming space. Then, all stakeholders, working together, can develop a community that builds on students’ identities, and empowers them – and their peers – to learn more about their culture and identity.
In the first chapter, “Effective Communication Matters: A Reflective Plan of Action,” we explored the concept of communication and what it means to do this effectively. We wanted readers to go beyond simply making contact with others and move toward truly exploring ways communication can be enhanced. We incorporated concepts related to intercultural connections and culturally responsive practices and the need for a “human experience” to be present in order to communicate in ways that increase the likelihood of forming new partnerships. We also explored what it means to be an action-oriented practitioner and ways in which this disposition can impact how communication patterns grow and develop. We discussed how to empower families and why this is important for communication and for examining some of the challenges teachers may face. The chapter explores the importance of developing a common definition of communication in order to ensure all stakeholders are on the same page.
In Chapter 2, “What Does Your Curriculum Communicate? And what do you communicate about your curriculum? Families, Teachers, and Students as Partners in Curriculum Planning,” we examined ways teachers’ practices, especially in relation to the academic curriculum, can communicate specific messages to families, students, and community partners. We presented the idea of encouraging stakeholders have a voice both in helping build a curriculum that is more culturally responsive and in developing ways teachers can facilitate this process. We explored in depth what a curriculum is all about and how it can provide the foundation for additional expansion and growth as teachers examine some practices and templates that are often utilized in schools to encourage inclusivity.
We also considered the impact of ensuring that families have a voice in the educational process, and examine the type of messages teachers’ actions communicate to others, especially when working with families with a variety of needs and diverse perspectives. We focused specifically on the impact of discussion as a strategy to engage families and to empower them to partner with teachers in learning more about children’s school-based educational experiences and the rationale for creating these experiences. The chapter also includes ways in which teachers can expand their own expertise for communicating with diverse stakeholders. In addition, families’ schooling experiences were considered as well as whether – and how – culture influences the role of each stakeholder in relation to students’ education. Concepts related to the role of power were also embedded and discussed.
In Chapter 3, Community Assets as a Gateway for Teacher-Family Partnerships,” we focused on the role of community assets in developing effective partnerships with families, and concepts related to community-based learning. We explored the impact community assets can have on teachers’ knowledge of culturally responsive practices and how communicating about community assets can enhance the type of relationships teachers and families have. We also focused on the potential impact of using of particular resources to gain additional knowledge related to families’ interests and ways teachers can encourage families to interact with one another by sharing their expertise about community issues. We provided a family interest template for teachers to adapt and use, and explained how information gained may foster insights on ways to engage families based on individual experiences and needs. In addition, we focused on ways building relationships with community partners can enhance communication with families since teachers can expand their own knowledge by learning from different experts. We provided a variety of examples of resources and strategies to encourage teachers and families to use the community as an asset for effective communication.
In Chapter 4, “Storytelling as a Form of Communication,” we wanted to honor the amazing power of storytelling and how it can serve as an excellent way for families, regardless of literacy levels, to connect and communicate with their children. We explored how some cultures have a rich history of oral storytelling, and how teachers can share the variety of storytelling approaches with families and children. We also provided insights on ways storytelling may impact children’s executive functions and ways teachers can communicate to families the impact of storytelling on children’s academic growth. The ways teachers can encourage storytelling at home and in the community, in culturally responsive ways, is also explored.
Chapter 5, “The Joy Of Books: Communicating Ways To Select Culturally Responsive Readings,” provided information on ways teachers can select culturally responsive literature and how they can communicate with families about the benefits of selecting books that are culturally responsive and how to select them based on students’ development and interests. Ways in which teachers can model both how to select books and ways to read books with and to children are also provided.
Chapter 6, “Communicating about Diversity: Important Reflections,” explored the definition of diversity and ways individual experiences may impact how information is provided, received, and expressed. The importance of teachers communicating effectively is reinforced.
Chapter 7, “Reflecting on Intercultural Communication and Cross-Cultural Partnerships,” provided opportunities to consider the role of critical reflection on teachers’ pedagogical practices and decision making. We focused specifically on the importance of perspectives to expand teachers’ reflections and how constructive feedback is imperative, especially when topics related to diversity are being explored. We provided examples of frameworks and templates, and ways teachers can encourage families to engage in critical reflection for a more effective pattern of communication between home and school. Examples from the literature are provided on how families are encouraged to learn the vocabulary of reflection to communicate with their children about academics, and suggestions are made on ways to model reflection in different aspects of schooling to impact students’ overall well being and learning.
It is our hope that these readings provide plenty of opportunities for critical reflection of topics impacting schools today. When teachers, families, students, and community partners join forces and communicate effectively, truly transformative experiences can take place. Partnerships take time to build and effective communication does not happen overnight. At the end of the day, what is needed, are action oriented professionals with caring dispositions willing to be flexible, collaborate with others to learn and grow.
Key Reflective Experiences Found in Each Chapter
Snapshots: Highlighting specific strategies or experiences related to concepts discussed in the chapter.
Case Study: Specific experiences from the field or individual/group experiences pinpointing some of the concepts from the chapter. Each chapter has its own case study.
Reflecting on This Case Study: Opportunities for individual and group reflections related to concepts or items discussed in each case study.
Additional Opportunities for Reflection: Opportunities for individual and group reflections related to concepts discussed within each chapter.