Cultural Humility: A Contribution to Health Professional Education in Nutrigenomics

Tervalon, Melanie; Fernandez, Erik J.

doi:10.1002/0471781797.ch18

Cited by 1 publication

(3 citation statements)

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“…The aforementioned connects with enhancing the importance and potential of Indigenous knowledge, for the development of science and for society as a whole, promoting culturally humble and more inclusive approaches (Demssie et al, 2020;Tervalon & Fernandez, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…The curriculum must make it possible to go beyond simple acceptance of the other and create a space for mutually transformative coexistence, promoting cultural humility based on self-reflection, lifelong learning, person-focused approach, community expertise, and power balanced relationships (Neuliep, 2020; Tervalon & Fernandez, 2006; Walsh, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…In nations with a significant Indigenous population, such as Canada, New Zealand, Colombia, or Bolivia, there is increasing emphasis, first, on ensuring that graduates engage with Indigenous knowledge and develop cultural competence and cultural humility (Tervalon & Fernandez, 2006), and, second, on creating specific spaces for Indigenous education. These attempts to incorporate the content of Indigenous knowledge have been relatively successful, as is the case of the Intercultural Indigenous Universities in Ecuador, Colombia, Bolivia, and Mexico (Despagne, 2013;Drange, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Designing a deep intercultural curriculum in higher education: co-constructing knowledge with Indigenous women

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AlterNative: An International Journal of Indigenous Peoples

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The development of intercultural curriculum in contexts with Indigenous populations has usually been approached from the perspective of the hegemonic culture, which has strengthened its assimilatory and acculturative character, subalternating Indigenous knowledge. Following a community-based participatory action research, this study aims to contribute from the participants’ voices, to establish the basis of an intercultural curriculum considering the dialogue of Indigenous and academic knowledge systems. The study involved 99 Indigenous and non-Indigenous representatives from Bolivia, Colombia, Ecuador, and Argentina, involving 33 Indigenous communities. The results point to six fundamental challenges considering the inclusion in the curriculum of Indigenous spiritualities, the concept of good living, healing, gender perspectives from their worldview and strengthening leadership, as well as considering an in-depth perspective of interculturality, complementarity, and reciprocity as methodological principles. The process developed provides a model for the collective construction of knowledge based on participation and communities’ voices.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%