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their shared values, etc. may be without the benefit of that culture's
different from others in the community important cultural lens. Organizations should
and also from teachers and principal. Culture and the perspective it pro- view culture from an
Culture distinguishes one group or vides are important to the creative expanded perspective
community from another. Those who development of learning experiences and include not only the
understand the rules of the social for our students. Further, an informed much examined school
game that promote success and cultural perspective enables us to build culture, but also the cul-
learn these rules as they develop an authentic learning environment ture of the entire school
in their homes taught by those who accessible to students. Delpit (2006)
also understand these rules are at suggested “it is impossible to create community.
a marked advantage from those a model for the good teacher without
who have a different set of rules. taking issue of culture and commu- the school runs the risk of operating
Those who do not understand the nity context into account” (p.37). This from a view of the world that is quite
codes or rules must learn these in authenticity also informs curriculum different from the view of students and
an environment that is controlled and helps students construct new and community. Delpit (2006) suggested
by those who already know them. enduring learning. Tienken (2017) this world view includes “linguistic
Success is achieved by knowing further illuminated this notion. forms, communicative strategies,
and understanding the rules of “Active construction of meaning on and presentation of self; that is, ways
those who are in positions of power. the art of the learner is implied in of talking, ways of writing, ways of
At times leaders are unaware of the definition, as is active learning dressing, and ways of interacting”
their membership in this controlling, through diverse experiences. The (p. 25). These aspects are integral
dominant culture. curricular content and the student parts of students’ reality and values.
Those with the experience of one connect via reciprocal learning rela- Operating from our cultural perspec-
cultural perspective may be given tionships. Students learn from curric- tive we may unknowingly devalue the
to the stereotypes promoted by that ular experiences, and the curriculum cultural experiences of our students
perspective. When there are cultural should evolve based on experiences, and their parents. The traditions, the
differences between students and passions, and interests students celebrations, the emotional experi-
teachers, principals, and staff, the bring to the curriculum”. (p. 5) ences a student has experienced
default may be the cultural lens of Organizations should view culture from and honors may become incidentally
those in charge, the so-called dominant an expanded perspective and include but not genuinely important. Emdin
cultural perspective. This approach not only the much examined school (2016) advised that those who work
increases the risk of ignoring important culture, but also the culture of the en- in cultural settings different from their
information about students that would tire school community. In doing so, we culture should “unpack their privileges
be helpful in promoting success for examine what may be present that can and excavate the institutional, societal,
these very same students. It also may be used to promote success as well as and personal histories they bring with
reinforce stereotypes that can change what is missing in the ingredients for them” (p.15).
expectations for particular students. success in a student’s educational ex- The short story is that we have a
This dominant cultural perspective perience. Absent this awareness, we professional obligation to pay atten-
is well meaning and noble but can lead from our own cultural perspective tion to our students. Our policies both
overlook those components of the and can be blinded to the nuances formal and informal, and district and
culture of the students in our care. and richness of the culture of those local school community policies should
Luther Standing Bear (1928) examined in our care. reflect our willingness to explore the
this phenomenon in My People the As leaders, do we consider the cultural cultures of our students and their fami-
Sioux. He tells of the Carlisle Indian aspects of our students or do we use lies and how they differ from ours in
School he attended that was estab- our cultural lens in the operation of the order to promote scholastic success.
lished to rescue young Indian students schools we lead? Operating through “Human development, the environ-
from a perceived savage existence. our cultural lens “means that success ment in which children live and
It taught the Indian out of them and in institutions is predicated upon acqui- develop, the social and human
helped them become more like white sition of the culture of those who are capital they experience and have
people. In doing so the well-meaning in power” (Delpit 2006, p. 25). This will access to, and countless other non-
efforts of the Carlisle School devalued not impact an organization negatively school factors make it unwise to
the entire rich culture of the Indian. if it is operating in a homogeneous set- treat all students as if they have the
Luther Standing Bear believed all that ting where all are aware of the cultural same learning needs, passions, and
his parents, relatives, friends valued expectations. interests, access to quality resourc-
was marginalized or rejected. “I felt no es, and the supports necessary to
more Indian, but would be an imitation However, if the school is operating fully capitalize on all their education
of a white man” (Standing Bear 1925, in a setting that is multicultural or opportunities.”(Tienken, 2017, p. 4)
p. 141). He found himself as an imita- operating in a culture of poverty, and
tion of someone in a strange culture leadership is from a different culture, The call to leadership requires us to

Educational Viewpoints -85- Spring 2018