Respond to two colleagues:
Share an insight gained from viewing their video post.
Ask a probing question or share a resource your colleagues
can use to further their growth in cultural competence and humility
Victoria Elizabeth Hilt
Good evening, colleagues,
When I initially recorded my video, there were many aspects
of my identity I considered. I discussed my experiences with where my family is
from and our ethnic heritage, being Irish American. I also discussed my
identity as a member of the LGBTQ+ community, being transgender, and using
they/he pronouns. I briefly discussed some of the discrimination I have faced
as a result of this aspect of my identity, such as being an educator in Florida
and being forced to use my dead name and birth pronouns. I also discussed my
strong faith conviction.
An aspect of my identity I would include now is my
disability, as well as being neurodivergent. As I continue to work in
exceptional student education, the students report that seeing an adult who is
also neurodivergent benefits them, providing them with a better educational
experience. I previously hated using the word “disabled” to describe
my physical ailments; however, I have begun to draw power from acknowledging
that aspect of my identity.
This course is the most spectacular course I have taken thus
far. Diversity, equity, and inclusion are something I am passionate about,
especially as it is being banned in Florida. My family has always called me
their “political protester” and “social justice warrior,”
which I wear as a badge of honor. I continue to embrace it as I consider a
career in mezzo social work practice, striving for policy change rather than a
career in therapeutic counseling. I acknowledge the benefits but also
acknowledge where my talents and passion lie.
This course taught me that education never ends, especially
regarding cultural humility. I must continue learning about other cultures to
support those in my community best. The Privilege for Sale activity is one in
particular that stood out to me. Though it focused on privileges heterosexual
adults have, this activity could be reworked to discuss topics of race, gender,
ability, and much more.
I continue to search for ways to engage in self-care. I
enjoy painting and baking primarily and spending time with loved ones. I also
can now state when I need to take a time-out, and, as such, I am taking a leave
of absence next quarter to regroup and focus on improving my mental health so I
can continue to help others. I am disappointed to be taking a leave of absence,
but I understand it is what my mind and body need now.
References:
Marsiglia, F. F., Kulis, S. S., & Lechuga-Peña, S.
(2021). Diversity, oppression, and change: Culturally grounded social work (3rd
ed.). Oxford University Press.
Reply
DESMOND ALTON STEVENSON
Dear Class,
As we approach the end of the quarter, I want to express my
sincere appreciation for every one of you. It has been an absolute pleasure
learning from all of you, and I am grateful for the unique perspectives and
insights that each of you brought to our discussions.
Reflecting on my journey as a cultural being throughout this
course has been truly transformative. Under the guidance of Professor Alisha
Powell, I’ve had the opportunity to delve deep into my multicultural
background. Originally from Zimbabwe and South Africa before moving to the
United States, my cultural identity has been profoundly shaped by these
experiences. Initially, adjusting to a new country posed challenges in
navigating my cultural identity. However, through our engaging discussions and
course materials, I’ve gained a newfound appreciation for how my diverse
background enriches my perspective on diversity and social justice. For
example, Marsiglia, Kulis, and Lechuga-Peña’s book “Diversity, Oppression,
and Change: Culturally Grounded Social Work” underscored the importance of
valuing diverse cultural backgrounds in social work practice, resonating deeply
with my own experiences. Learning to embrace my multicultural identity as a
strength has empowered me to advocate for inclusivity and equity.
Reflecting on topics related to diversity, human rights, and
social justice has evoked a range of emotions for me, including nostalgia,
curiosity, and determination. Having firsthand experience with systemic
inequalities, I understand the emotional toll of confronting these issues.
However, as discussed by Tatum in “Why Are All the Black Kids Sitting
Together in the Cafeteria?” I’ve come to recognize the importance of
acknowledging and processing these emotions. Connecting with peers who share
similar experiences and engaging in self-care practices that honor my cultural
heritage have been crucial in maintaining my well-being throughout the course.
Looking ahead, I am excited about how this course will
inform my journey as a future social work practitioner. With a deeper
understanding of diversity, human rights, and social justice, particularly
within the context of my multicultural background, I am committed to advocating
for marginalized communities and promoting social change. Leveraging the
knowledge and skills gained from this course, I am eager to contribute to
creating a more equitable and inclusive society. I extend my heartfelt
gratitude to Professor Powell for her guidance and support throughout this
incredible journey.
References:
Marsiglia, F. F., Kulis, S. S., & Lechuga-Peña, S.
(2021). Diversity, oppression, and change: Culturally grounded social work (3rd
ed.). Oxford University Press.
Tatum, B. D. (2003). The complexity of identity: Who am I?
Why are all the Black kids sitting together in the cafeteria? (Rev. ed.). Basic
Books.
