Open AccessLeveraging Diversity and Inclusivity in Japanese Teacher Community in an American High School District
Author(s) -
Yo Azama
Publication year - 2020
Publication title -
japanese language and literature
Language(s) - English
Resource type - Journals
eISSN - 2326-4586
pISSN - 1536-7827
DOI - 10.5195/jll.2020.135
Subject(s) - judgement , viewpoints , perception , norm (philosophy) , equity (law) , psychology , diversity (politics) , public relations , pedagogy , cultural diversity , sociology , social psychology , political science , law , art , neuroscience , visual arts
In this modern society, a successful team is defined by how well it embraces inclusivity and diversity practices. In order to build a community in which such practice is the norm, first we must establish the environment where each team member can bring his thoughts without fear of judgement, suspension of her own perceptions, seek opportunities to stretch perspectives, and equity of voice is ensured. Such a professional learning community requires clear purpose, shared values, and mindful meeting facilitation. The success of a PLC results in the team's collective efficacy as Albert Bandura defines "a group's shared belief in its conjoint capability to organize and excute the courses of action required to produce given levels of attainment" (1997). We must pay close attention to how to establish a PLC that is inclusive and seeks diverse viewpoints, and cultivates our inner selves while developing communication skills to understand and be understood.