Your final project is to present a leadership training plan that includes cultural sensitivity. Your organization plans to adopt cultural humility in place of cultural competency as a framework. Create a cultural humility policy with procedures for your organization. You can then include the new policy in your leadership training plan.
Your policy will need the following components:
Policy Title: Title of policy, name of organization and date.
Purpose: Include what organizational values and goals this policy supports.
Policy Statement: Define the concepts of cultural humility.
Procedures: Who is responsible for implementation of this policy? How often will staff be trained? How will staff be trained? How will staff implement and maintain the policy? What happens if staff violate the policy?
References: List 2–3 references using APA style, single-spaced.
To achieve a successful assignment outcome, you are expected to meet the following requirements:
Written communication: Written communication is free of errors that detract from the overall message.
Use the policy format presented above.
Font, font size, page length: Times New Roman, 12-point font, single-spaced, 2–3 pages
Include a reference list with 2–3 properly cited references for this assignment.
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
The Enduring Influence of Politics in Education: Navigating the Democratic Era
Introduction
In the ever-evolving landscape of education, the relationship between politics and its impact on teachers and learners remains a topic of ongoing debate and scrutiny. As societies transition into more democratic systems, the question arises: does politics still wield significant influence over the classroom and the learning experience? This essay will delve into this complex issue, exploring the perspectives of various experts and drawing upon relevant sources to shed light on the enduring role of politics in shaping the educational landscape, even in the democratic era.
The Persistent Presence of Political Influence
Despite the democratic ideals that many nations aspire to, the influence of politics on education persists. As Giroux (2020) argues, “education is never neutral; it is always political.” This sentiment is echoed by Freire (1970), who contends that “education is always a political act.” These scholars underscore the inherent connection between the political sphere and the educational system, suggesting that the two are inextricably linked.
One of the ways in which political influence manifests in education is through the formulation and implementation of educational policies. Ravitch (2010) observes that “education policy is always shaped by political considerations, whether it is about curriculum, testing, teacher evaluation, or school choice.” Governments, regardless of their democratic credentials, often use education as a tool to advance their political agendas, shaping the content, pedagogy, and overall direction of the educational system (Apple, 2019).
Furthermore, the allocation of educational resources, such as funding, infrastructure, and teacher salaries, is heavily influenced by political decision-making. As Darling-Hammond (2010) notes, “the distribution of educational resources is a political issue, as it reflects the priorities and values of those in power.” This unequal distribution of resources can perpetuate disparities in educational outcomes, with marginalized communities often bearing the brunt of these political decisions.
The Impact on Teachers and Learners
The pervasive influence of politics in education has tangible consequences for both teachers and learners. Educators, who are often at the forefront of implementing educational policies, find themselves navigating a complex web of political agendas and mandates (Giroux, 2020). This can lead to a sense of disempowerment, as teachers may feel compelled to conform to political directives rather than prioritizing the unique needs and interests of their students (Apple, 2019).
Moreover, the politicization of the curriculum and teaching materials can limit the academic freedom and autonomy of teachers. As Freire (1970) argues, “the banking concept of education,” where students are passive recipients of knowledge, can be a tool of political control, stifling critical thinking and the exploration of diverse perspectives. This can have a detrimental impact on the learning experience, as students may be deprived of opportunities to engage in meaningful, transformative learning (Giroux, 2020).
Learners, in turn, are not immune to the political influences that shape their educational journey. The content and framing of the curriculum, as well as the broader educational policies, can have a profound impact on their worldview, values, and civic engagement (Ravitch, 2010). As Apple (2019) notes, “the curriculum is never neutral; it is always a reflection of the dominant political and cultural values.”
The Potential for Resistance and Transformation
While the influence of politics in education may seem pervasive, there are also efforts to resist and transform this dynamic. Giroux (2020) argues that “education can be a site of resistance, where students and teachers can challenge dominant political narratives and engage in critical, emancipatory learning.”
One avenue for such resistance is through the empowerment of teachers as public intellectuals and agents of change. Freire (1970) emphasizes the importance of “problem-posing education,” where teachers and students engage in a collaborative process of inquiry, reflection, and action. This approach can foster critical consciousness and empower learners to question and challenge the political forces that shape their educational experiences.
Furthermore, community-based initiatives and grassroots movements have the potential to counter the top-down imposition of political agendas in education. As Darling-Hammond (2010) observes, “when communities are actively engaged in the educational process, they can hold policymakers accountable and advocate for more equitable and responsive educational policies.”
Conclusion
In the democratic era, the influence of politics on teachers and learners remains a persistent and complex issue. While the democratic ideals of freedom, equality, and participation may suggest a reduced role for political interference in education, the reality paints a more nuanced picture. As the sources examined in this essay have demonstrated, the political sphere continues to shape the educational landscape, from the formulation of policies to the allocation of resources and the content of the curriculum.
However, the potential for resistance and transformation also exists. By empowering teachers as critical thinkers and public intellectuals, and by fostering community engagement and grassroots movements, the educational system can become a site of democratic participation and emancipatory learning. Ultimately, navigating the intersection of politics and education in the democratic era requires a sustained commitment to fostering critical consciousness, embracing diverse perspectives, and ensuring that the educational experience serves the best interests of both teachers and learners.
References
Apple, M. W. (2019). Ideology and curriculum (4th ed.). Routledge.
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. Teachers College Press.
Freire, P. (1970). Pedagogy of the oppressed. Seabury Press.
Giroux, H. A. (2020). On critical pedagogy (2nd ed.). Bloomsbury Academic.
Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. Basic Books.
