ABSTRACT
Chapter 4 explains structural competence to empower teachers as change agents for cultural inclusion. It presents the substructure-superstructure model to visualize intertwined economic-social systems to reveal education footholds in diversity. It details how education is central to intergenerational economic substructure and social superstructure cycles and how teachers are culture creators. It defines culturally responsive holistic education for multicultural global citizenship and green economy participation. It uses substructure-superstructure analysis to compare education in Finland, Chile, and the United States. It describes free universal education success in Finland with detracking and un-standardization programs that result in top student achievement and equity outcomes as well as high professional standards and teacher satisfaction rates. It explains privatization education failure in Chile that exacerbated economic-social divisions for students, restricted fields of study, over-standardized knowledge, and de-professionalized teachers. These global lessons inform the Three Transformative Tools for Environmental Liberation Education. The tools develop structural competence to connect student-centered academic engagement to equity with world healing. It presents two Multicultural Mindfulness Activities and one journal question: Structural Competence Imagination, Choice Education versus Equity Education, and What’s Culture-Conscious Listening for Equity?
