scholarly journals Culture Clash and the Oppression Olympics

2021 ◽  
Vol 2 (3) ◽  
pp. p87
Author(s):  
Jerell B. Hill
Keyword(s):  
Cultural Proficiency ◽  
Cultural Humility ◽  
Culture Clash ◽  
Power Structures ◽  
Racial Oppression ◽  
Specific Group ◽  
Self Reflection ◽  
Speaking Out ◽  
Communities Of Color ◽  
Critical Commentary

Cultural proficiency opens the window to understanding diversity and its value in society. Studies have shown that when communities organize, have the ability to see the differences, and respond positively, their interactions are effective in diverse environments. Alliance-forming approaches to grapple with inequities substantiate the need for communities of color to collaborate and willingly address power imbalances by speaking out against systems of oppression. Instead of engaging in divisive forms of advocacy, cultural humility encourages critical self-reflection and acknowledges that unhealthy comparison about racial oppression implies that power structures and privilege are reserved for one specific group. This critical commentary calls for increased solidarity and compassion to learn from one another to further the movement towards an anti-racist society.

scholarly journals Cultural Humility: An Open Door for Planners to Locate Themselves and Decolonize Planning Theory, Education, and Practice

2018 ◽  
Vol 7 (2) ◽  
Keyword(s):  
Cultural Competency ◽  
Planning Theory ◽  
Cultural Humility ◽  
Open Door ◽  
Self Reflection ◽  
Education Planning ◽  
Racial Identities ◽  
Journal Editors ◽  
Communities Of Color ◽  
History Of

Cultural humility can help planning faculty, students, and practitioners commit to ongoing self-reflection and critique of their social, cultural, racial, gendered, and other identities in an effort to identify how they are implicated in inequity, especially in relation to working in communities of color. While cultural competence has become an increasingly popular way to encourage more equitable relationships between professionals and communities, the author suggests that the colonial underpinnings of its logic make it not only less desirable than cultural humility but also a potential facilitator of inequity in planning work. Drawing from her experience as a planning theorist and faculty member, the author shows how the philosophical origins of Western colonial thinking have influenced planning. She also outlines concrete ways journal editors can relinquish their status as experts and gatekeepers of accepted knowledge, thereby decolonizing planning theory and the canon more generally. Finally, by describing two reflection activities—“What?/So What?/Now What?” and “Locating Oneself”—the author provides tools that planning educators can use to guide and reinforce reflection on students’ social, cultural, gendered, and racial identities, and to highlight injustices committed by planners. By injecting cultural humility, as opposed to cultural competency, into planning theory literature, and education, planning practice could be transformed, preventing the often-destructive history of planning practices in communities of color from being repeated.

Cultural Humility as a Path to Equity in Higher Education

2022 ◽  
pp. 262-280
Author(s):  
Veronica A. Keiffer-Lewis
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Identity Negotiation ◽  
Conflict Transformation ◽  
Achievement Gaps ◽  
Cultural Humility ◽  
Self Reflection ◽  
The Impact ◽  
Closing Achievement Gaps

Achieving equity in higher education involves more than just closing achievement gaps and mitigating the impact of historic oppression and underrepresentation. In this chapter, the author presents a framework for cultural humility as a pathway to equity for institutions of education, as well as an approach for the professional development of cultural humility practitioners. The cultural humility framework comprises four core principles as well as five transformational skills (i.e., dialogue, inquiry, self-reflection, conflict transformation, and identity negotiation). The chapter concludes with a discussion about how to implement this framework at both the classroom and institutional levels, as well as the implications of such training for achieving greater equity in higher education.

A Model for the Development of Anti-Racist Culturally Humble Educational Practitioners

2022 ◽  
pp. 1-22
Author(s):  
Veronica Keiffer-Lewis
Keyword(s):  
Social Change ◽  
Personal Development ◽  
Diversity Training ◽  
Identity Negotiation ◽  
Theoretical Framework ◽  
Conflict Transformation ◽  
Cultural Humility ◽  
Full Extent ◽  
Self Reflection

Although diversity training has become an institutional norm for businesses, schools, and organizations, the full extent of its impact remains unclear. This chapter reports on research aimed as more fully understanding the transformational journeys of diversity practitioners and discovering how they deepen their sense of cultural humility. Following a review of the evolution of diversity training, the chapter presents a theoretical framework featuring five interrelated transformational processes: dialogue, inquiry, self-reflection, conflict transformation, and identity negotiation. The chapter concludes with a discussion about how these processes can be applied to enhance the development of cultural humility and consequently better achieve the desired outcomes of diversity training. It argues for a multi-year model for the training of diversity practitioners and others committed to personal development and social change as well as a lifelong approach that supports the process of moving more deeply into a culturally humble way of being.

scholarly journals “It ain’t a compliment”: Feminist data visualisation and digital street harassment advocacy

2021 ◽  
pp. 135485652110455
Author(s):  
Bianca Fileborn ◽  
Verity Trott
Keyword(s):  
Lived Experience ◽  
Meaning Making ◽  
Data Visualisation ◽  
Power Structures ◽  
Feminist Activism ◽  
Street Harassment ◽  
Speaking Out ◽  
Starting Point ◽  
Feminist Epistemologies ◽  
Selection Of

In an era of datafication, data visualisation is playing an increasing role in civic meaning-making processes. However, the conventions of data visualisation have been criticised for their reductiveness and rhetoric of neutrality and there have been recent efforts to develop feminist principles for designing data visualisations that are compatible with feminist epistemologies. In this article, we aim to examine how data visualisation is used in feminist activism and by feminist activists. Drawing on the example of digital street harassment activism, we analyse how street harassment is visualised in and through a selection of prominent activist social media accounts. We consider the platform affordances utilised by activists, and how these are harnessed in making street harassment ‘knowable'. Moreover, we critically interrogate which and whose experiences are ‘knowable’ via digital techniques, and what remains obscured and silenced. In analysing digital feminist activists’ practices, we argue that what constitutes ‘data visualisation’ itself must be situated within feminist epistemologies and praxis that centre lived experience as the starting point for knowledge production. Such an approach challenges and disrupts normative constructions of what constitutes data visualisation. Our findings demonstrate how feminist activists are adopting ‘traditional’ practices of speaking out and consciousness-raising to the digital sphere in the creation of a range of visualisations that represent the issue of street harassment. We consider the efficacy of these visualisations for achieving their intended purpose and how they might translate to policy and government responses, if this is indeed their goal. Further, we document a tension between feminist epistemologies and the prevailing logic of datafication or dataism and note how in an attempt to unite the two, some digital feminist activism has contributed to reproducing existing power structures, raising concerning implications at the policy level.

Policing Strategies and Approaches to Improving Community Relations

2021 ◽  
pp. 56-75
Author(s):  
Christopher Lee Bush
Keyword(s):  
Social Change ◽  
Black Community ◽  
Police Officers ◽  
Black Culture ◽  
Community Relations ◽  
Cultural Humility ◽  
Bill Of Rights ◽  
Building Relationships ◽  
Self Reflection ◽  
Communication Framework

This chapter addresses the voices of Black individuals and their communities urging police officers to be trustworthy and transparent, and urging them to be intentional in building relationships in the Black community. Qualified immunity, fraternal order of police, and law enforcement bill of rights discussions have emerged from recent incidents that add to the Black community's mistrust in the police. This chapter discusses how officers fail to recognize past and current issues where officers are unapologetic, and which, in turn, contributes to making it difficult to see police transparency and legitimacy. The chapter also addresses the partial education officers receive on Black culture and, more importantly, officers' lack of knowledge about cultural humility with self-reflection. Global positive social change and using a conceptual communication framework are the foundation for building and strengthening police relationships in the Black community to improve police strategies.

scholarly journals Culture, humility and the law: Towards a more transformative teaching framework

2017 ◽  
Vol 42 (2) ◽  
pp. 156-161
Author(s):  
Evan Hamman
Keyword(s):  
Social Work ◽  
Lifelong Learning ◽  
Cultural Competency ◽  
Cultural Humility ◽  
Law Schools ◽  
Self Reflection ◽  
Transformative Teaching ◽  
Work Health ◽  
The Law

Cultural competency has proven less effective than its proponents had envisioned. Disciplines outside of the law (social work, health and psychology) have turned to the more powerful theory of ‘cultural humility’ – a framework for lifelong learning and self-reflection. Cultural humility contends that one can never really ‘master’ another’s culture, but that we ought to remain respectful and reflective in our approach. In this article I make the case for teaching cultural humility in Australian law schools.

scholarly journals Addressing culture within healthcare settings: the limits of cultural competence and the power of humility

2019 ◽  
Vol 10 (1) ◽  
pp. e124-127 ◽  
Author(s):  
Lauren MacKenzie ◽  
Andrew Hatala
Keyword(s):  
Cultural Competence ◽  
Cultural Differences ◽  
Health Care Providers ◽  
Medical Curriculum ◽  
Cultural Humility ◽  
Care Providers ◽  
Patient Centered ◽  
Self Reflection ◽  
Healthcare Settings

As Canada continues to grow in diversity, health care providers will be encouraged to become more aware of cultural differences and their impact on health (7-9). The adoption of cultural competence teaching within medical curriculum was an important step. However, this approach does not fully capture the complexity and dynamism inherent to culture, and fails to acknowledge the culture(s) of biomedicine we are situated in as care providers. Without recognizing the role of culture in biomedical practice, we cannot fully implement a patient-centered approach to care. Applying the concept of cultural humility and its critical self-reflection is an important next step towards meaningfully addressing culture within the clinic.

scholarly journals Cultural Competence and Humility in Infectious Diseases Clinical Practice and Research

2020 ◽  
Vol 222 (Supplement_6) ◽  
pp. S535-S542
Author(s):  
Sophia A Hussen ◽  
Krutika Kuppalli ◽  
José Castillo-Mancilla ◽  
Roger Bedimo ◽  
Nada Fadul ◽  
...  
Keyword(s):  
Cultural Competence ◽  
Infectious Diseases ◽  
Workforce Development ◽  
Cultural Barriers ◽  
Cultural Humility ◽  
Self Reflection ◽  
International Borders ◽  
Gender Minorities ◽  
The Individual ◽  
The Impact

Abstract Infectious diseases as a specialty is tilted toward social justice, and practitioners are frequently on the front lines of the battle against health inequity in practices that are diverse and sometimes cross international borders. Whether caring for patients living with the human immunodeficiency virus, tuberculosis, or Ebola, infectious diseases practitioners often interact with those at the margins of societies (eg, racial/ethnic/sexual/gender minorities), who disproportionately bear the brunt of these conditions. Therefore, cultural barriers between providers and patients are often salient in the infectious diseases context. In this article, we discuss cultural competence broadly, to include not only the knowledge and the skills needed at both the organizational and the individual levels to provide culturally appropriate care, but also to include “cultural humility”—a lifelong process of learning, self-reflection, and self-critique. To enhance the quality and the impact of our practices, we must prioritize cultural competence and humility and be mindful of the role of culture in the patient-provider-system interactions, in our larger healthcare systems, and in our research agendas and workforce development.

Critical Service-Learning and Cultural Humility

2018 ◽  
pp. 1-19
Author(s):  
Traci C. Terrance ◽  
Marie L. Watkins ◽  
Lauren Jimerson
Keyword(s):  
Service Learning ◽  
Predominantly White ◽  
Liberal Arts ◽  
Cultural Context ◽  
Liberal Arts College ◽  
Cultural Humility ◽  
Pedagogical Strategies ◽  
Self Reflection ◽  
Community Voice ◽  
Racial Ethnic

Racial, ethnic, and cultural context impacts how communities perceive problems, and ultimately their perception of what is deemed helpful. Thus, a lack of awareness of these particularities can render service-learning efforts ineffective. This chapter highlights a 12-year service-learning partnership between a predominantly White, comprehensive, liberal arts college and the local Haudenosaunee community. Pedagogical strategies utilizing the Six Requirements (6Rs) of service-learning and informed by cultural humility act as a transformative way to facilitate student readiness to engage with the said community. Cultural humility is positioned as a process that transforms service-learning into critical service-learning, as it enhances students' ability to engage in critical self-reflection, mitigating the toxic elements and empathic failures of uninformed service-learning efforts. This chapter contributes to more mindful service-learning efforts, challenging all to work with service-learning partners in a manner that keeps community voice and choice at the core of service.

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