Conflict Recovery: Cultural Humility and Civility in Education

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Description

K-12 schools and higher education institutions are experiencing steady racial and cultural shifts that are affecting interactions, relationships, and ultimately, school and student success. The lack of cultural humility and civility in these spaces create conditions for conflict to grow between the primary stakeholders. Conflict recovery is an approach to address the overall issue by engaging in reflection, renewal, and restoration of broken and bruised relationships. It is how one acknowledges their authenticity and cultural conditioning to inspire authentic interactions and relationship. The book begins by suggesting a reframing of how we conceptualize diversity and equity. Then, you explore the origins and intersection of cultural humility and civility and the importance of those concepts to support student success. There are opportunities to engage with the content through thought-provoking questions and you will follow how a fictitious school implements the concepts to support conflict recovery, especially when those conflicts are grounded in cultural biases and misunderstandings of others. The section half of the book is dedicated to the role of teacher, leader, counselor in K-12, and provides suggestions and ideas for higher education institutions to consider as they create policies, practices, and experiences that will allow students to further engage their cultural humility.

Reviews

Our humanity challenges us as well as defines us. By "challenges us" I mean, it is only we humans who can define what humanity truly means, and how education supports our meaning. Here in this book we find the true meaning of humanity in cultural humility and in civility. -- Graeme Harper, PhD, dean, The Honors College, Oakland University; director, National Society for Minorities in Honors
In an environment of quick fixes and cookie-cutter approaches, this book is a thoughtful reflection on the complexity of addressing the real issues of inequality in schools. The research and analysis are very thorough, and the authors provide a thought-provoking road map for analyzing and acting upon the trauma that makes student achievement so difficult for some of our students. -- Anthony Muhammad, PhD, author and educational consultant
In this courageous and compelling book, authors Barnes, Slaton and Parker walk the walk of cultural humility and civility by effectively building the capacity for their readers to take the necessary steps towards co-creating truly welcoming and caring learning environments for all our kids. This book a must-read guide for developing the individual and institutional stamina necessary for our long walk together towards educational equity and inclusion. -- Donald Wood, executive director, Just Communities of Arkansas

Author Bio

Candice Dowd Barnes, Ed.D., is an associate professor at the University of Central Arkansas in the department of Elementary, Literacy, and Special Education. She is also the Chief Operations Officer for Parker Education & Development, LLC. She strongly believes in the power of authentic learning experiences and relationships to teach beyond the walls of the classroom into all aspects of life.



Chayla Rutledge Slaton, ABD is a School Psychology Ph.D. candidate at the University of Central Arkansas and a Research Assistant in the Department of Elementary, Literacy, and Special Education. She believes that every man, woman, and child has strengths that make them unique and define who they are.



Todd Scott Parker is an Executive Coach and CEO of Parker Education & Development, LLC. He distinguishes himself through his ability to deliver coaching and training in a dynamic way to various educational and business audiences. His work is both unique and creative. He blends evidenced-based strategies, techniques, and methods from education and business to help schools, small businesses, and other organizations to create sustainable models of success.