Cultural humility emerged from the medical field to address power imbalances between patient-physician and non-paternalistic approaches to medicine (Tervalon & Murray-Garcia, 1998, p. 117). It certainly has relevance within education as well as we consider relationships that involve power over versus power with others. Essentially, cultural humility speaks to the importance of first developing relationships with those who we engage with, striving to learn about the other, and then working in true partnership to address identified areas.
A helpful book in this regard is Corbett and Fikkert's (2009) When helping hurts: How to alleviate poverty without hurting the poor and yourself. The following chart is adapted from the book and provides an excellent framework to consider the work we do in global and local contexts:
|
Mode of Participation
|
Type of Involvement of Local
People
|
Relationship of Outsiders to
Local People
|
|
Coercion
|
Local people submit to predetermined plans developed by outsiders
|
DOING TO
|
|
Compliance
|
Local people are assigned to tasks, often with incentives, by
outsiders; the outsiders decide the agenda and direct the process
|
DOING FOR
|
|
Consultation
|
Local people’s opinions are asked; local people analyze and decide on
a course of action
|
DOING FOR
|
|
Cooperation
|
Local people work together with outsiders to determine priorities; responsibility
remains with outsiders for directing the process
|
DOING WITH
|
|
Co-Learning
|
Local people and outsiders share their knowledge to create
appropriate goals and plans, to execute those plans, and to evaluate the
results
|
DOING WITH
|
|
Community Initiated
|
Local people set their own agenda and mobilize to carry it out
without outside initiators and facilitators
|
RESPONDING TO
|
Taken from Hockett, E., L. Samek, & S. Headley (2014).
Cultural humility: A framework for local and global engagement. Faculty Publications – School of Education,
Paper 13. http://digitalcommons.georgefox.edu/soe_faculty/13
No comments:
Post a Comment