Critical self-reflection and cultural competency
This study looks at the use of critical self-reflection as a tool for staff development in improving cultural competency. The determination of whether one is culturally competent is solely determined by the participants themselves- five middle school teachers. Over the course of six weeks the participants took part in an online group blog where they reflected on what it means to be culturally competent, how to be more inclusive with their ELLs (English Language Learners), and reflected on past events involving cross-cultural conflicts and what they learned from these experiences. The most powerful data came from the stories the participants shared about cross-cultural conflicts in the classroom, what they learned from them, and what they would have done differently. Ultimately the experience left the participants with more questions than answers, but perhaps with a stronger awareness of the breadth and depth of what it means to be culturally competent.
Laboe, Amy E, "Critical self-reflection and cultural competency" (2010). School of Education Student Capstone Theses and Dissertations. 402.