Our domain name crt-cc.org captures the synergies of fields connected to culturally responsive teaching and learning and training for cultural proficiency. Visitors to this web site may already be engaged in work in the related fields of culturally relevant teaching, critically reflective teaching and cultural proficiency training for school, workplace, community and global understanding.
The Culturally Responsive Teaching and Training Program at CCBC enhances participants’ awareness, changes attitudes, adds to their knowledge of others, and strengthens their skills at interacting effectively in the field with clients, patients, customers, co-workers, colleagues—and students.
The CRT Program focuses on the following core modules:
- The Meanings of Culture and Race
- Overcoming Stereotype Threat
- Culture and Mindsets of Intelligence
- Social Capital, School Learning, and Success
The CRT emphasizes that because we human beings are the most social of animals, wherever we are, culture is present. Our perceptions, interpretations, and beliefs are culturally framed by our experiences and “upbringing” in unique social capital networks of meaning making. Because perceptions of culture and race are learned within such social-cultural networks, we are unwittingly guided by these perceptions and interpretations.
To grow cultural proficiency further, we should actively examine our perceptions of culture and race, engaging in the ongoing practices of both self-reflection and cooperative dialogue across lines of culture
A wide range of additional interconnected topics are addressed by the CRT Program, such as attribution theory and productive persistence, micro-aggression, intersectionality, identity contingencies, language variation, privilege and power.
In addition, because we are guided by the adult learning principle that the answers are always in the group (i.e. the process of collaboration), in group after group, participants create unique synergies of stories and related ideas about how to best apply our discoveries to our learning relationships with our students and with each other.