Education System v. Cultural Competence | Gracia Bareti | TEDxDirigo

Summary

The speaker recounts their first birthday party invitation in kindergarten, highlighting the feeling of belonging and the struggle with cultural identity. They discuss the 'double consciousness' experienced by people of color, the lack of cultural representation in education, and the need for cultural competence. The narrative culminates in their initiative at Girls Nation, where they proposed the Cultural Awareness Curriculum Act to enrich educational curricula with diverse cultural teachings, emphasizing the importance of inclusivity and understanding in education.

Takeaways

• 🎉 The speaker's first birthday party invitation in kindergarten made them feel special and part of the community.
• 🏠 Growing up in Maine, the speaker often felt different from their predominantly white classmates due to their Congolese and Rwandan heritage.
• 🎨 The speaker experienced cultural disconnects in school, such as choosing crayon colors for family portraits and discussing favorite foods.
• 🤔 The invitation to the birthday party was a symbol of acceptance, but the sleepover aspect conflicted with the speaker's cultural norms.
• 👨‍👩‍👧‍👦 The speaker's family's cultural practices were not fully understood or accepted by their peers, leading to feelings of anger and confusion.
• 📚 The concept of 'double consciousness' is introduced to describe the speaker's divided identity between their cultural heritage and American life.
• 🗣️ The speaker had to code-switch and advocate for their identity in various environments, highlighting the challenges of being underrepresented.
• 🏫 The education system was criticized for not teaching about diverse cultures, leading to a lack of understanding and microaggressions.
• 🌐 The speaker and a partner created the 'Cultural Awareness Curriculum Act' to promote education on various cultures in schools.
• 🙅‍♀️ Despite the effort, the bill was denied, illustrating the systemic issues in education and the need for change to include diverse perspectives.
• 🌟 The speaker calls for cultural competence and active learning about different cultures to create a more inclusive and understanding society.

Q & A

How did the speaker feel when they received their first birthday party invitation?

The speaker felt special and excited when they received their first birthday party invitation, as it made them feel seen and part of their school and community.

Why did the speaker feel different in their kindergarten classroom?

The speaker felt different in their kindergarten classroom because they were often the only non-white student, which led to experiences of feeling out of place during activities and discussions.

What cultural differences did the speaker experience in their early childhood?

The speaker experienced cultural differences such as choosing the color of crayon for drawing family portraits, having different hair textures, and discussing favorite foods that were not common among their peers.

Why couldn't the speaker attend the sleepover mentioned in the birthday invitation?

The speaker couldn't attend the sleepover because it conflicted with their Rwandan and Congolese cultural norms, as their father explained that it was not in their culture.

What is 'double consciousness' as described by W.E.B. Du Bois?

'Double consciousness' is a term coined by W.E.B. Du Bois, referring to the feeling of having two identities or ways of thinking within oneself, often experienced by those who belong to marginalized groups.

How did the speaker feel about their identity being divided into different components?

The speaker maneuvered through life with a sense of division in their identity, feeling the need to code-switch and be self-aware of how they behaved to fit into different environments.

What did the speaker do to address the lack of cultural education in schools?

The speaker attended Girls Nation and proposed the Cultural Awareness Corps Education Act, which aimed to require cultural awareness education in schools to teach about different cultures and ways of life.

Why was the Cultural Awareness Corps Education Act important to the speaker?

The Cultural Awareness Corps Education Act was important to the speaker because it represented a way to educate students about diverse cultures, including their own, and to prevent the feeling of being 'othered' in the classroom.

What was the outcome of the debate on the Cultural Awareness Corps Education Act at Girls Nation?

Despite the debate highlighting the experiences and needs of girls of color, the Cultural Awareness Corps Education Act was denied, illustrating the systemic challenges in addressing cultural education.

What is the speaker's call to action regarding cultural competence and education?

The speaker calls for cultural competence to be invited into everyone's lives, encouraging engagement with new perspectives, listening to others, and being one's own teacher since the education system may not provide complete knowledge.

Outlines

00:00

🎉 First Invitation and Cultural Identity

The speaker recounts their first birthday party invitation in kindergarten, highlighting the feeling of being special and part of the community. They discuss the challenges of growing up in a predominantly white environment in Maine, where they often felt different due to their Congolese and Rwandan heritage. The invitation, referred to as a 'golden ticket,' was a moment of acceptance, but the cultural differences, particularly the concept of a sleepover, led to a conflict with their family's traditions. This incident was the first time the speaker realized the split between their cultural identity and their school life.

05:03

📚 The Struggle for Cultural Representation in Education

The speaker delves into the concept of 'double consciousness' as described by W.E.B. Du Bois, reflecting on how their identity has been divided and the need to code-switch between their cultural background and the dominant culture. They share experiences of being the only black girl in English courses and the frustration of being expected to represent their entire race during discussions on race. The speaker also criticizes the lack of depth in teaching about African history, which often focuses solely on slavery and the civil rights movement, neglecting the rich cultural tapestry of the continent. This leads to a sense of dissatisfaction and a feeling of being underrepresented in the curriculum.

10:04

🌐 Advocating for Cultural Awareness in Education

The speaker shares their initiative to address the lack of cultural awareness in education by participating in Girls Nation, where they and their Iraqi partner proposed the Cultural Awareness Corps Education Act. This act aimed to mandate cultural awareness courses in schools to teach students about diverse cultures and ways of life. Despite the bill being denied, the speaker emphasizes the importance of making a point about the failings of the education system. They argue for the necessity of cultural competence and the need for individuals to educate themselves and listen to perspectives outside their own experiences. The speaker concludes with a call to action, urging that change is necessary to ensure that all students' voices are heard and that no one is satisfied with a system that perpetuates ignorance and exclusion.

Keywords

💡Cultural Identity

Cultural identity refers to an individual's sense of self that is influenced by their cultural background, traditions, and values. In the video, the speaker grapples with their cultural identity as a Congolese and Rwandan in a predominantly white environment, feeling different from their peers. This struggle is exemplified by their experiences in kindergarten, where they felt out of place during activities that did not reflect their cultural background.

💡Double Consciousness

Double consciousness is a term coined by W.E.B. Du Bois, describing the feeling of being split between two cultures or identities. The speaker uses this concept to describe their experience of being both American and African, feeling the tension between their school life and their home life. This concept is central to understanding the speaker's narrative of feeling torn between their cultural heritage and the dominant culture they encounter daily.

💡Microaggressions

Microaggressions are subtle, often unintentional, discriminatory actions or comments that communicate hostile or derogatory messages to a targeted group. In the video, the speaker mentions microaggressions in the classroom, such as the limited discussion of black history to only the civil rights movement and slavery, which can build a hostile environment for students of color and make them feel 'othered'.

💡Cultural Competence

Cultural competence is the ability to understand and respect cultural differences. The speaker argues for the importance of cultural competence in education and society, suggesting that it can help bridge the gap between different cultural groups. They emphasize the need for everyone to engage with people from different backgrounds to foster understanding and inclusivity.

💡Representation

Representation in this context refers to the portrayal and inclusion of different cultural groups in various aspects of society, including education and media. The speaker expresses dissatisfaction with the lack of representation of their culture in school curricula, which contributes to a feeling of invisibility and a lack of understanding among their peers.

💡Sleepover

In the video, the concept of a 'sleepover' is used as a metaphor for cultural assimilation and acceptance. The speaker recalls being invited to a sleepover but feeling conflicted because it was not part of their cultural norms, leading to a sense of exclusion. This incident highlights the challenges of balancing one's cultural identity with the expectations of the dominant culture.

💡Cultural Awareness

Cultural awareness is the knowledge and understanding of different cultural practices and beliefs. The speaker proposes a 'Cultural Awareness Corps Sedition Act' as a solution to increase cultural awareness in schools, aiming to educate students about diverse cultures and ways of life, which would help to combat ignorance and promote inclusivity.

💡Code Switching

Code switching is the practice of alternating between two or more languages or language styles, often based on the social context. The speaker mentions having to 'code switch' to fit into different environments, which is a common experience for individuals from underrepresented cultural backgrounds. This highlights the need for individuals to adapt their behavior and communication to be accepted in various social settings.

💡Education System

The education system is critiqued in the video for its failure to adequately represent and educate about diverse cultures. The speaker points out that the system often overlooks or simplifies the histories and cultures of non-dominant groups, leading to a lack of understanding and perpetuating stereotypes. This critique underscores the need for a more inclusive and comprehensive educational approach.

💡Self-Advocacy

Self-advocacy is the act of speaking up for oneself, particularly in the face of discrimination or injustice. The speaker recounts instances where they had to advocate for their cultural identity and knowledge in school, highlighting the burden placed on underrepresented students to educate others about their culture and experiences.

Highlights

The speaker recalls feeling special upon receiving their first birthday party invitation in kindergarten.

Being in a predominantly white environment made the speaker feel different from their classmates.

The speaker discusses the struggle of identity, being caught between their Congolese and Rwandan heritage and American life.

A birthday invitation made the speaker feel seen and wanted by their classmates.

Cultural differences led to confusion and a sense of not belonging, such as the concept of a sleepover being foreign to the speaker's family.

The speaker's identity is described as 'double consciousness', a term from W.E.B. Du Bois, reflecting the division within oneself due to cultural and racial differences.

The speaker had to code-switch and advocate for their identity in various environments.

The lack of representation of the speaker's culture in school curriculums is a recurring theme of frustration.

The speaker's experience of being the only black girl in English courses and the awkwardness when race is discussed.

The frustration with the limited portrayal of African history in school, focusing only on civil rights and slavery.

The speaker's initiative to create change by attending Girls Nation and proposing the Cultural Awareness Curriculum Act.

The bill proposed would require cultural awareness education in schools to combat microaggressions and promote understanding.

The debate over the bill revealed that students of color often have similar experiences of feeling 'othered' in the classroom.

The speaker emphasizes the importance of cultural competence and the need for individuals to educate themselves beyond the curriculum.

A call to action for change in the education system to ensure all voices are heard and no culture is left untaught.

The speaker concludes with a powerful message about the necessity of addressing these issues for a more inclusive and understanding society.

Transcripts

I would like you to think about the

first time you were invited to a

birthday party how did you feel what did

you feel and why it was Kindergarten

when I received my first invitation

I remember feeling so special seeing my

name printed at the front of the

envelope for the first time in my memory

I felt the part of my school and

community you see I grew up in Maine a

predominantly white state in a

kindergarten classroom with

predominantly white students and me

often times I felt other dinh the

classroom from coloring activities

consisting of drawing your families and

being confused do I pick up the peach

crayon like everyone else in my

classroom or the brown one commonly used

to color in tree trunks or being the

only one with kinky curly hair protected

under braids each week as classmates

we're discussing having to brush their

stray hair every morning or maybe I

really felt different during class

discussions talking about our favorite

food and classmates went around saying

pizza macaroni and cheese

and being self-conscious to sputter out

my mother's traditional food of rice and

Pandu recognizing that's so young that

no one had said anything similar to it

than when it was my turn

Pizza was the only thing that could come

out of my mouth this situation in

kindergarten was the first time I

realized I'm split between my Congolese

and Rwandan culture and my way of life

at school but you see this invitation

this golden ticket was what made me feel

special my classmates they saw me they

wanted me

I remember feeling so excited to go home

and share my golden ticket with my

family when I got home no it's not in

our culture my father said after making

sense of the word sleepover at the

bottom of the invitation leaving my

six-year-old self left with anger and

confusion why was culture in my way of

possible attendance and acceptance my

Rwandan and Congolese culture is a

component in my identity and my family's

identity and it has norms that I've been

able to differentiate since I could

recognize the difference from my

family's traditional food and the

Lunchables I saw in my elementary school

cafeteria so I knew this sleepover was a

lost cause the next day

I know I have to deliver bad news I

can't go I say to my classmates as I try

to explain to them my identity and

culture to other six-year-olds that's

weird

they said they didn't understand but I

did a task often left upon the shoulders

of underrepresented kids and this split

that I was feeling has been coined by w

e BD boy in double consciousness where a

person's identity is divided into

different components and his novel the

souls of black folk he states one often

feels they're tunas an American a negro

two souls two thoughts two warring ideas

in one dark body my body and this Tunis

or three nasur Faunus is how I have

maneuvered all my life from having to

coin from having to code switch into the

Grecia

I felt most necessary for my environment

and having to be self aware on how I

behave constantly having to advocate for

all parts of my identity from English

courses being the only black girl in the

room and recognizing the awkward silence

at the beginning of every conversation

when race is brought up and feeling the

stares as classmates look to me as

though I know the answer

or history lessons when talking about

black history and only hearing about the

civil rights movement and slavery but

never once about the life before and

what still exists within Africa causing

me each year to ask my teachers on what

are we gonna get a little more in depth

when discussing Africa and being left

with the same two answers each year

it'll be taught next year or it's not in

the curriculum to me it's like saying

your identity and culture is not

important enough to be taught within the

school and it's frustrating attending

school each year and never hearing your

culture be taught to the fullest extent

and then being expected to know the

answers each time and it's unsatisfying

and that makes me think back to when I

was in kindergarten hearing it's not in

our culture - now it's not in the

curricula I'm unsatisfied with it not

being in the curricula unsatisfied with

being told it will be taught next year

unsatisfied with being forced into the

teacher role within the classroom

unsatisfied with having to have an

invitation be what makes me feel

accepted so I did something about it

this past summer I attended girls nation

a nationally recognized program or two

girls from each day simulate a

congressional process each bringing in a

handcrafted bill

My partner was Iraqi and I we created

the cultural awareness Corps Sedition

Act better known as the caca Act

requiring grades K through 8 to take on

a cultural awareness course or they

would be taught a unit on each continent

so students regardless of or lack of

would be taught about the differing

cultures and ways of life out there in

the world at a time point where they are

most receptive to new information and

like any congressional you know what

there's always a debate and during the

debate the only people who were able to

talk to the affirmative were girls of

color and what makes this so unique that

they all had a common theme when talking

it was about their experiences within

the classroom you know like only talking

about the civil rights movement and

slavery during the shortest month of the

year or only briefly touching upon Islam

during the month of September this

builds microaggressions within schools

and communities because students are not

being taught accurately and as this is

occurring it continuously makes students

of color be other dwith in the classroom

and after all of this had been said by

girls of color across the nation the

bill was denied and you see it was way

more than just getting a bill passed or

denied it was to make a point that our

education system

is failing us people are making opinions

without knowing the facts people are

made to feel not safe with who they are

people are not listening to the

differing of perspectives and quite

frankly I'm not saying that there's one

person or one thing that can fix this or

is at fault I'm simply saying that

there's a problem and we need to address

it I believe that cultural competence is

something that we all need to invite

into our lives seeing as my whole life

has been an independent study of trying

to understand my culture and world or

worlds we all need to engage with people

we've never talked with before listen to

the other perspective be our own

teachers because the education system is

not going to tell us everything and

quite frankly if we don't start now

we're going to continue a system where

we do not hear voices of all students

and we cannot be satisfied that with a

you cannot be satisfied with that we

need to do something thank you

[Applause]

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