«Learning and Change Networks are addressing the three big agenda items of schooling improvement - blended learning and
cultural responsiveness as a whole - instead of
creating projects that deal with those agendas separately, as so often happens.»
It is contingent on... seeing
cultural differences as assets;
creating caring learning communities where culturally different individuals and heritages are valued; using
cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and relationships with students; challenging racial and
cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for social justice and academic equity; mediating power imbalances in classrooms based on race, culture, ethnicity, and class; and accepting
cultural responsiveness as endemic to educational effectiveness in all areas of learning for students from all ethnic groups.»
There are many similarities between
cultural safety and
cultural responsiveness, such as: providing guidelines to health practitioners to improve their capabilities; putting the onus on change onto non-Indigenous systems and employees; debunking the myth that culture is the «problem», as opposed to racism and systemic inequity; and progressing the conversations beyond
cultural awareness or sensitivity, to
create real change.