Educators face many challenges when teaching a culturally diverse classroom, as cultural diversity is multilayered and multifaceted. Educators have to make an effort to understand the different cultural backgrounds and include it in classroom activities, which can be very challenging. Educators and researchers are exploring different approaches to the cultural diversity that are easy to apply in the classroom. Barrera & Kramer (2009) popularized the skilled dialogue approach to cultural diversity. The approach emphasizes the need to transform our understanding and relationship to the differences expressed by the people we interact with. Skilled Dialogue to cultural diversity shifts the focus from encouraging educators to learn different aspects of diverse cultures to help them craft their interactions in a respectful, reciprocal, and responsive manner.
Skilled Dialogue approach is a practical framework for educators. The plan aims at honoring diverse voice, identity, and forming connections between. It transforms our cultural understanding to a deeper level and builds closer ties with students and adults from different cultures. According to Barrera & Kramer (2009), the three R’s of Skilled Dialogue are respect, reciprocity, and responsiveness. Skilled Dialogue is present or absent in an interaction depending on the level in which the participants experience their identities, voices, and connections acknowledged and honored (Barrera & Kramer, 2009). It is not enough to know about another culture, but it is essential to show respect and view diverse individuals as equals.
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Respect is an essential aspect of Skilled Dialogue. Respect is much more than social courtesies; it is honoring another person’s identity as a valuable individual to society rather than a representative of a specific culture. Educators have to view students from the diverse background the way they define themselves rather than defining them using their understanding and perceptions of their culture. Educators must demonstrate respect by interacting with various students to understand their different identities rather than limiting them to their culture. The students’ self-identification is multidimensional, and educators show respect by acknowledging different aspects rather than putting them in a box.
The concept of reciprocity focuses on honoring the voice or the way diverse students express their identity. Voice includes words and behaviors, as well as the products of interactions. For example, pictures drawn by a child reveal the child’s voice. Educators will establish reciprocity by recognizing the value and validity of the voice of the student/individual from a diverse culture the same way they value their voice. Reciprocity guides how we listen and evaluate other people’s views, beliefs, and opinions. Educators should take time to listen to the views, ideas, and opinions of their diverse students rather than spending time talking about theirs. Reciprocal interactions occur when all participants are active, and their contributions are valued.
Lastly, the concept of responsiveness is about honoring beliefs, perspectives, and behaviors that are interconnected; however, contradictory they may seem. Responsiveness comes from establishing connections with the views of other individuals rather than assuming that diverse perspectives/cultures are mutually exclusive. Educators have to honor relationships by addressing the problems of the different students as ‘ours’ rather than ‘theirs.’ Responsiveness deepens respect and reciprocity. The values of respect, reciprocity, and responsiveness sustain Skilled Dialogue. It is not easy to create and maintain the three values in our interactions. Educators have to continually evaluate themselves and their interactions to determine where they are falling short and make the necessary changes.
Reference
Barrera, I., & Kramer, L. (2009). Using skilled dialogue to transform challenging interactions. Baltimore, MD .
