In Introduction to Global Engagement (CGST 205), we read an article titled “Rethinking the Role of Culture in Educational Equity: From Cultural Competence to Equity Literacy” by Paul Gorski.
In this article, Gorski argues that using terms like ‘culture’, ‘cultural competence’, and ‘cultural proficiency’ shifts the central focus from the deep-rooted inequity in educational structures and systems worldwide to appreciating cultural diversity, a shift that often causes more harm than good (Gorski, 2016). Per some definitions of culture, one can argue that it is an important aspect of people’s identity that should be celebrated; however, overemphasizing culture distracts people from the more serious issue of inequity and creates fertile ground for essentialism- the assumption that a group of people possesses a single nature and similar attributes essential to their identity. This causes teachers to focus solely on a single dimension of students’ identities rather than appreciating students as a whole. In these contexts, culture is also often used as an umbrella term for race, socio-economic status, and other similarly important parts of a person’s identity. These terms create the illusion that the problem of inequity is being tackled when, in fact, they hinder efforts to solve it.
He argues that the focus of this programming should be geared towards actually tackling issues of inequity, such as racism, heterosexism, homophobia, Islamophobia, and other forms of discrimination that cause inequity (Gorski, 2016). It is important to be cognisant of the power distances in the world, reinforced by the structure of the educational system, that continue to oppress students based on other dimensions of their identities. We must focus on recognizing, responding to, and redressing inequity and sustaining equity efforts. We can strive to use terms that remind us of our central focus, such as ‘equity literacy’. This could be a step in the right direction towards eliminating the distractions that come with the misuse of and overemphasis on culture.
Now that I’m more aware of this, I will make a greater effort to keep my focus central. Although cultural diversity should still be celebrated, I will do my best to identify inequities in the systems that govern the schools I end up working with and incorporate the 3Rs Gorski suggested in his article (Recognizing, responding, and redressing) into my day-to-day activities.
Reference
Gorski, P. (2016). Rethinking the role of “culture” in educational equity: From cultural competence to equity literacy. Multicultural perspectives, 18(4), 221-226.
