Respect all cultures and diversity.

1. Why is this an important issue to address?

Belize is considered a melting pot of cultures. People from different parts of the world came to
live in the country of Belize. We have cultural diversity also in the workplaces and especially at
school which consist of various cultural, racial, and ethnic groups among our staff, students and
parents. As a result we directly interact with others in which we need to build bridges to
trust, respect and understanding amongst who we are. Definitely our constitution calls for us to
be able to live together free from discrimination.

2. Generate a list of questions that you and your staff would pose
to help clarify the issue.
a. What Are Your Most Important Values? ...
b. How Important Is Diversity To You, And What Value Does It Bring? ...
c. What Are You Doing To Make Sure Everyone Feels Included? ...
d. What activities would you like to see the school engage in?
e. How would you promote cultural diversity?

3. What data do you have or need to answer the question?

Community Profile The Community Profile describes the geographical, cultural, demographic, linguistic
and socioeconomic characteristics of the community that the school serves. It gives the context in which
the school operates and provides the necessary background for the localization of the curriculum

The Profile will have bulleted information on:

- geographical features: location of school, map of school facilities, distance from main urban area,
notable landforms, physical size and size of population of community, transportation and
communication links;

- cultural features: (ethnicity, first and second languages including patterns of use, religious affiliation,
events (e.g. notable cultural or historical sites in community) - demographic features: (population of the
students, staff, parents) - social features: (traditions, customs, celebrations, special events, sporting
events etc.)

- economic features: (main productive activities, main social groups (e.g. stratified by wealth,
educational levels, types of employment); dominant family types)
The Community Expectations

sentence describing the expectations of: - parents (information taken from parent surveys and focus
group) - students (information taken from student surveys)

- economic groups (employees of local and other organizations, self-employed business owners –
information from community survey)

- educational stakeholders (church groups, may not be physically present in the community: Ministry of
Education & School Management (national & local);preschools, high schools and colleges-information
taken from community surveys)

- non-education stakeholders (police, health workers, media)

- other community members (may be persons who live in the community, but may not have children
going to the school in that community or any other member who resides in the community that may not
directly work or do business with the school)

4. What other data do you have or need to gather?

a. Frequency of events that does not promotes cultural diversity
b. Interviews of community members and focus groups
c. Create diversity friendly policies. Review your existing workplace policies with a
diversity lens.