Cultural Meaning Systems, Cultural Trust, and Cultural Humility

Refuge ◽  
1999 ◽  
pp. 30-40 ◽  
Author(s):  
David P. Lumsden

This article provides a rethinking of the concept of' exile and promotes its utility regarding both the externally and the internally displaced. It does so from the perspective of Medical Anthropology. A number of variables affecting and shaping the morality, performance, nature and outcomes of exile are identified. Edward Said's views are discussed; but, must exiles always and forever be viewed or be felt as 'broken lives'? The article argues against a naive presumption of 'universalism' to exile's embodied experience and response; instead, the specificities of cultural meaning systems must be taken into account. Further, it argues against analysts' common presumption of pathology and 'posttraumatic stress disorder' among exiles; instead, evidence for 'agency' and 'resilience' in exile populations' health and coping through time must also, and explicitly, be recognized. Finally, where lives are 'broken', the potential of Truth Commissions and 'forgiveness' to be practices of collective repair is noted. Examples are drawn from Africa, Bosnia, Cambodia, Chile, China, Holocaust survivors, and Tibet.


Author(s):  
Ying-Chiao Tsao

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.


2018 ◽  
Vol 65 (4) ◽  
pp. 531-537 ◽  
Author(s):  
Stacey E. McElroy-Heltzel ◽  
Don E. Davis ◽  
Cirleen DeBlaere ◽  
Josh N. Hook ◽  
Michael Massengale ◽  
...  

2018 ◽  
Author(s):  
David G. Zelaya ◽  
Laura Cobourne ◽  
Shola Shodiya-Zeumault ◽  
Caleb N. Chadwick ◽  
Cassandra L. Hinger ◽  
...  

2017 ◽  
Vol 2 (4) ◽  
pp. 221-233 ◽  
Author(s):  
David K. Mosher ◽  
Joshua N. Hook ◽  
Laura E. Captari ◽  
Don E. Davis ◽  
Cirleen DeBlaere ◽  
...  
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