Conceptualizing Cultural Humility and Cultural Curiosity to Meet the Theory-to-Practice Needs of Contemporary Educators and Students

• In Event: Fairmont Roundtable Session Three
  In Roundtable Session: Culturally Sustaining and Decolonial Pedagogical Praxis (Table 2)

Abstract

Learning spaces are uniquely positioned at the intersection of public and private spaces in which students' life chances can be greatly impacted. They have tremendous potential to serve as dynamic, shared spaces where knowledges, skills and experiences of students and educators can merge in meaningful ways to best support student learning and continuous educator development. Since educators possess potentially life-altering leadership in learning spaces and many lack needed reflection-to-action training/guidance, we conceptualized a dynamic theory-to-practice reflection guide rooted in cultural curiosity and cultural humility to begin filling this gap. The reflection guide taps into students knowledges and leads to collaborative/participatory approaches in this in-between space which embodies promising, iterative learning and engagement.

Authors

• Matthew A. Witenstein, University of Dayton
  Presenting Author

• Treavor Bogard, University of Dayton
  Presenting Author