A PATH TO BECOMING CULTURALLY REVERENT
Share Collaborative’s Cultural Humility to Cultural Reverence (CH2CR) course is designed to support your team to have ongoing conversation about culture, identity, intersectionality, and on. It is Share’s recommended approach to an Equity + Inclusion implementation. Founded on the work of Dr. Melanie Tervalon and Jann Murray-Garcia, Share’s CH2CR course is designed, created, and delivered by Share Collaborative members: Jojopahmaria Nsoroma, Noor Jawad, Tatiana Maida, and Shawn Smith. You can learn more about them here: https://sharecollaborative.org/the-team/
This course is best experienced:
- After some of your team has gone through Share Collaborative’s CH2CR Initial Session
- By small groups of 20-ish and led by CH2CR Stewards, those who have gone through Share’s CH2CR Steward Development Sessions. If you’d like to develop CH2CR Stewards, contact us at: [email protected]
- Most CH2CR discussion groups meet one time per month for an hour. If that is your cadence, there is sufficient content to carry on the conversation of identity and culture for 2 years.
- While we recommend going through the course in order, your Equity + Inclusion leads and/or CH2CR Stewards can select the most relevant modules to your team.
- All modules include discussion guidance and modeling.
- Want or need more information? Contact us at: [email protected]
$1800 per year per 25 participants breaks down to $72 per year per learner and $6 per learner per hour-long discussion group.
- Self-Reflection + Lifelong Learning - Pre-work - Guilt Shame Blame + Agreements Check-in (2:01)
- Self-Reflection + Lifelong Learning Part 1: Implicit Bias (34:27)
- Self-Reflection + Lifelong Learning Part 2: Upending the Single Story (10:14)
- Self-Reflection + Lifelong Learning: Things You Can Do (10:30)
- Self-Reflection + Lifelong Learning Part 3: Experiencing Bias (21:36)
- Self-Reflection + Lifelong Learning Part 4: Self Care (36:53)
- Self-Reflection + Lifelong Learning Part 5: Disrupting the Continuum of Oppression: Bias -> Prejudice -> 'ism (24:05)
- Self-Reflection + Lifelong Learning Part 6: Initation + Learning (4:19)
- Served Person as Expert Part 1: Section Overview + Engaging Peer Specialists (7:38)
- Served Person as Expert Part 2: Generating + Discussing Your Identity Map (9:16)
- Served Person as Expert Part 3: Exploring Identity Facet Alignments (6:59)
- Served Person as Expert Part 4: Exploring Unique Identity Facets (13:31)
- OPTIONAL 4a: Intersection of MI + Cultural Humility + Exercise from Module 4: Exploring Unique Identity Facets (15:53)
- Served Person as Expert Part 5: A Series of Conversations on Identity (2:30)
- Intersectionality: Overview + Discussion (14:16)
- Intersectionality: Experiences + Discussion (18:58)
- Served Person as Expert Part 6: Healing Focused Care (9:30)
- Institutional Reflection, Investment + Modeling: Part 1 (27:48)
- Institutional Reflection, Investment + Modeling Part 2: Experiences of Systemic Oppression (22:12)
- Institutional Reflection, Investment + Modeling Part 3: Historical Trauma + Forgiveness (14:41)
- Institutional Reflection, Investment + Modeling Part 4: Neuroplasticity, Cognitive Dissonance, + Hope (12:09)
- Dialogue vs. Debate: Agreements Review (4:25)
- Dialogue vs. Debate: Equity Dialogue (11:09)
- Institutional Reflection, Investment + Modeling Part 5: Engaging Translators (8:03)
- Optional: The CLAS Standards (63:34)
- Optional: The Journey to Equity + Inclusion: Cultural Competence to Cultural Humility to Cultural Reverence (62:39)
“Cultural Humility training exceeded my expectations because the concepts presented are applicable to all aspects of life.”
-Amy, Child Care Licensing Specialist
- Surfaces deep respect for another’s cultural heritage, experiences, and behavioral influences.
- Invites an understanding that developing a culturally informed relationship continuously evolves in partnership with others in moment-to-moment interactions.
- Invites self-introspection to better understand our own identity and how they influence our values, perceptions, and behavior.
- Provides a guiding structure that surfaces in individuals and teams the necessary awareness, desire, and ability to relate to any person’s essence. Relating to the essence of a person requires seeing beyond appearance and presentation.
- Promotes the CLAS Standards of providing practical, equitable, understandable, and respectful quality care and services responsive to diverse cultural health beliefs and practices, preferred languages, health literacy, and other communication needs.