issue draws parallels between global health experience and domestic global health experience. Forpresumably-urban, student-run clinics, Shah presents guidelines and a sample curriculum using lessons learned from international global health experiences. We, the authors, care tremendously about the/our communities that live in the shadows of urban academic medical centers (AMCs) and therefore have a stake in how these/our communities are framed, discussed, and (mis)treated. Language choices are ethical choices. Our concerns, in the context of urban AMCs, are based on the linguistic and ethical problems of global health and domestic global health when referring to care for local, underresourced, marginalized, and oppressed communities.Medical and other health professions students commonly seek global health experiences (GHEs). Which students seek these, and what are their motivations? Foremost, (primarily) white people from colonial powers are motivated by white saviorism: the self-serving assumption that they should be "saving" or taking care of the poor in Africa and other colonized locations. 1,2,3 White saviorism is a prominent feature of medical mission trips, domestic or international, 4 and has roots in colonialism. 1,3 GHEs are expensive and promoted as travel opportunities to international, exoticized locations in order to promote students' understanding of culture or Others' cultures, given white people's unstated denial of white culture(s). Understanding the Other (whiteness in action) derives from anthropology, and an early, well-known satire of otherizing is seen in Miner's 1956 "Body Ritual Among the Nacirema," 5 which shows just how dangerous the colonial gaze's framing is. The colonial/white savior gaze is not dissimilar to contemporary medical voluntourism, 6,7 which deemphasizes sustainability and capacity building. Even if these missteps are avoided, how does understanding the Other in the global context prepare students to understand the Other in the United States? 8 If it is to understand culture or difference, then we've already failed our students by reinforcing the idea that the Other in the global context is a respectable Other, while the domestic Other lacks this respectability in terms of culture and difference.
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