Event Title

Cultural Humility and Teaching Towards Justice and Equity: Addressing Oppression in the Classroom Providing Inclusive Educational Spaces

Description

Cultural humility consists of four dimensions: self-reflection and self-critique, respectful partnerships, lifelong learning, and institutional accountability (Foronda, Baptiste, Reinhold, Ousman, 2016; Hook, Davis, Owen, Worthington & Utsey, 2013; Tervaln & Murray-Garcia, 1998). The dimension of institutional accountability is a key component of the cultural humility model. It insists that faculty both address and work to change the power imbalances and institutional practices that are not respectful of diversity and uphold current patterns of oppression and marginalization. The Greater Rochester Collaborative MSW Program at The College at Brockport incorporates the cultural humility framework across its curriculum. Students are introduced to the framework in a generalist “diversity” class during their first year of study and/or an advanced standing practice class during their second year of study. Emphasis is placed on experiential learning and critical self-reflection through program wide community events and classroom service projects. Presenters will share strengths and challenges of incorporating cultural humility across the curriculum, and provide opportunities for attendees to explore the inclusion of cultural humility in their classrooms and programs through the use of a World Café. The World Café is an experiential tool based on seven key communication and group work principals allowing for conversational leadership and communication among participants.

GOAL/OUTCOME #1 Define cultural humility and how it relates to classroom teaching.

GOAL/OUTCOME #2 Identify the challenges and benefits of understanding and discussing cultural humility.

GOAL/OUTCOME #3 Provide examples of how to address and incorporate cultural humility in curricula and in practice

Presenter(s)

Elizabeth Russell, EdD, Assistant Professor, Department of Social Work, The College at Brockport
Dr. Russell received a Doctorate of Philosophy in Education with a specialty in counselor education and supervision from the University of Rochester, a MSW from the University of Michigan, and a BS in human development and family studies from Cornell University. She worked as a case manager for chronically mentally ill, clinical social worker and sex therapist in an outpatient setting, child therapist, supervisor of counselors, adult therapist, program evaluator, and research consultant. Dr. Russell’s professional interests include sexual health, sex therapy, interpersonal practice, and evidence-based practice. She has authored articles, continuing education courses, book chapters and a book.

Pamela Viggiani, PhD, Associate Professor and Program Director, Department of Social Work, The College at Brockport
Dr. Pamela Viggiani completed her MSW and PhD in social welfare at the State University of New York at Albany. She has over 19 years of experience of teaching in undergraduate and graduate social work programs. Her teaching and research interests include cultural humility, privilege and oppression, poverty and disability studies. Dr. Viggiani is the social work discipline coordinator for a federally funded training grant that teaches health professionals in training from myriad disciplines to work with children (and families) with developmental disabilities. As a discipline coordinator, she organizes the cultural competency content for fellows involved in the grant.

Debra Fromm Faria, LCSW, ACSW, Chair and Clinical Associate Professor, Department of Social Work & Co-director, Greater Rochester Collaborative MSW Program
Debra Fromm Faria LCSW, ACSW joined the social work faculty at The College at Brockport in 2001. She is chair of the Department of Social Work, Co-director of the Greater Rochester Collaborative MSW Program, and clinical associate professor. She coordinates the MSW Graduate Certificate program in gerontological social work. Her research areas include field education, scholarship of teaching, collaborative inter-professional geriatric assessment models, and international social work education. She serves on a number of professional and advisory boards including the National Advisory Board of the Council on Social Work Education’s (CSWE) Gero-Ed Center, past president of NASW-NYS Chapter (2012-2014) and CSWE.

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Oct 5th, 2:00 PM Oct 5th, 3:15 PM

Cultural Humility and Teaching Towards Justice and Equity: Addressing Oppression in the Classroom Providing Inclusive Educational Spaces

Cultural humility consists of four dimensions: self-reflection and self-critique, respectful partnerships, lifelong learning, and institutional accountability (Foronda, Baptiste, Reinhold, Ousman, 2016; Hook, Davis, Owen, Worthington & Utsey, 2013; Tervaln & Murray-Garcia, 1998). The dimension of institutional accountability is a key component of the cultural humility model. It insists that faculty both address and work to change the power imbalances and institutional practices that are not respectful of diversity and uphold current patterns of oppression and marginalization. The Greater Rochester Collaborative MSW Program at The College at Brockport incorporates the cultural humility framework across its curriculum. Students are introduced to the framework in a generalist “diversity” class during their first year of study and/or an advanced standing practice class during their second year of study. Emphasis is placed on experiential learning and critical self-reflection through program wide community events and classroom service projects. Presenters will share strengths and challenges of incorporating cultural humility across the curriculum, and provide opportunities for attendees to explore the inclusion of cultural humility in their classrooms and programs through the use of a World Café. The World Café is an experiential tool based on seven key communication and group work principals allowing for conversational leadership and communication among participants.

GOAL/OUTCOME #1 Define cultural humility and how it relates to classroom teaching.

GOAL/OUTCOME #2 Identify the challenges and benefits of understanding and discussing cultural humility.

GOAL/OUTCOME #3 Provide examples of how to address and incorporate cultural humility in curricula and in practice