Interculturalism

Last updated

Interculturalism is a political movement that supports cross-cultural dialogue and challenging self-segregation tendencies within cultures. [1] Interculturalism involves moving beyond mere passive acceptance of multiple cultures existing in a society and instead promotes dialogue and interaction between cultures. [2] Interculturalism is often used to describe the set of relations between indigenous and western ideals, grounded in values of mutual respect. [3]

Contents

Origin

Interculturalism has arisen in response to criticisms of existing policies of multiculturalism, such as criticisms that such policies had failed to create inclusion of different cultures within society, but instead have divided society by legitimizing segregated separate communities that have isolated themselves and accentuated their specificity. [1] It is based on the recognition of both differences and similarities between cultures. [4] It has addressed the risk of the creation of absolute relativism within postmodernity and in multiculturalism. [4] Interculturalism has been used as a tool of native american and indigenous rights activists to achieve rights and recognition. [3] [5]

Definition

Philosopher Martha Nussbaum in her work Cultivating Humanity, describes interculturalism as involving "the recognition of common human needs across cultures and of dissonance and critical dialogue within cultures" and that interculturalists "reject the claim of identity politics that only members of a particular group have the ability to understand the perspective of that group". [6] Anthropologist Joanne Rappaport describes interculturalism as consisting of three main threads: a method of connection, a political philosophy aimed at creating utopian indigenous citizenship, and a challenge to traditional ethnography. [7] [3] Rappaport discusses the importance of interculturalism in the Colombian Indigenous movement for human rights and recognition.

Usage

Interculturalism has been included in different national constitutions [8] [9] [10] across Latin America, including Bolivia, [11] Ecuador (2008), [12] [ circular reference ] [13] Brazil, and across Europe. [14] Colombia includes the concept of multiculturalism [15] and pluriethnic citizenship in its 1991 constitution. [16] [3] The Ecuadorian constitution has been described as in between both multiculturalism and interculturalism. [17]

The United Nations' agency UNESCO adopted the Convention on the Protection and Promotion of the Diversity of Cultural Expressions in 2005, which declares support for interculturalism. [18] In Germany, all universities are required to have a section on intercultural competence in their social work programs, that involves students being able to be open to listen and communicate with people of different cultural backgrounds, have knowledge of the backgrounds of cultural groups, knowledge of existing stereotypes and prejudices involving cultural groups, and other criteria. [4] Salman Cheema, the Head of Marketing and Communications of the British Council, in an article titled "From Multiculturalism to Interculturalism – A British perspective", spoke of an event co-hosted by the British Council and Canada's Institute for Research on Public Policy (IRPP) in Montreal, Quebec, Canada on April 11, 2013, interculturalist advocate Phil Wood declared that multiculturalism has faced serious problems that need to be resolved through interculturalism, and rejected those opponents of multiculturalism who seek to restore a pre-multiculturalist monoculturalist society. [19] Several days later in Montreal, the New Democratic Party of Canada (NDP) declared support for interculturalism in the preamble of its constitution adopted its federal convention held in Montreal on April 14, 2013. [20]

Intercultural Health

Intercultural health applies the concepts of interculturalism to health settings. It involves conceptualizing health itself as part of a broader cultural framework. Intercultural health defines what counts as "health" as outside purely biomedicine. In many cases, intercultural health is an approach that seeks to reduce gaps between indigenous health and biomedical health systems. Indigenous health systems, sometimes grouped in with alternative medicine, often involve different kinds of healers, plant medicine techniques, holistic medicine, and indigenous knowledge that has been passed down through generations. Intercultural health systems often state the goal of creating better health outcomes in indigenous communities and generating mutual respect between biomedical practitioners and indigenous healers. [21]

The implementation of intercultural health practices is associated with the project of decentralizing health systems, especially in Latin America. [22] [23] Ecuadorian epidemiologist and physician Jaime Breilh is a proponent of intercultural health for its benefits on population health. [24] Structural violence, a term developed by American medical anthropologist and physician Paul Farmer, describes a lack of available health care as a form of violence. [25] Supporters of intercultural health care models cite addressing structural violence as a goal. [26] The goal of many intercultural health models is to treat indigenous knowledge with the same respect as biomedicine. Intercultural health models have been associated with improved health outcomes in indigenous communities . [27] [26] [28] [29]

Effective intercultural health projects involve buy-in from all cultures represented. [30] Anthropologist Catherine Walsh describes the concept of "critical interculturality." She defines this as using indigenous concepts to question the existing structure and advance epistemic change. [31] [30] This type of change requires what anthropologist Linda Tuhiwai Smith calls decolonizing methodologies, which call for a reconsideration of what counts as knowledge. [32] There are examples of intercultural health projects that do not fully incorporate indigenous methodologies and instead continue to perpetuate the western hegemonic order. [33]

Intercultural health projects often involve connecting traditional medicine, or ancestral medicine, or indigenous medicine, with western, biomedicine. A series of case studies highlight intercultural health projects that integrate biomedicine with traditional medicine, in Chile, [33] Ecuador, [33] Bolivia, [21] Colombia, [33] Guatemala, [33] Suriname, [33] and Ghana. [34] Intercultural health education is a priority at the medical school in the Universidad Andina Simón Bolívar in Quito, Ecuador. [35] Intercultural education models have been built into schools in many indigenous communities across the Americas with the goal of passing down aspects of the particular indigenous practices and culture. [36] These are often focused on language acquisition. [37] Peru and Ecuador have both implemented intercultural indigenous language acquisition programs. [38]

Intercultural health concepts applied in United States biomedical settings are often called cultural competency. [39] The explanatory model, the original framework of cultural competency, was developed by Arthur Kleinman. It is a technique grounded in a set of questions that providers can use to understand how a patient understands their own illness. This model has been applied in many US medical schools. [40] [41] Intercultural health projects are seen as distinct from culturally competent ones because of their goal in achieving indigenous political rights and reframing knowledge bases to include indigenous concepts. One of the criticisms of the cultural competency model is that it can create biases among health providers, who might begin to treat patients differently because of their cultural background, without allowing for heterogeneity within a cultural group. [42] It can also lead to worse health outcomes in minority groups when health care providers make assumptions about patients' health behaviors and histories based on their race, ethnicity, or culture. [42] The concept of "witnessing" was developed by Ellen Davenport as a way to overcome cultural competency stereotyping. [43]

Reception

Interculturalism has both supporters and opponents amongst people who endorse multiculturalism. [1] Gerald Delanty views interculturalism as capable of incorporating multiculturalism within it. [44] Ali Rattansi, in his book Multiculturalism: A Very Short Introduction (2011) argues that Interculturalism offers a more fruitful way than conventional multiculturalism for different ethnic groups to co-exist in an atmosphere that encourages both better inter-ethnic understanding and civility; he provides useful examples of how interculturalist projects in the UK have shown in practice a constructive way forward for promoting multi-ethnic civility. Based on a considerable body of research, he also sets out the outlines of a new interpretation of global history which shows that concepts of tolerance are not restricted to the West, and that what is usually regarded as a unique Western cultural achievement should more appropriately be regarded as a Eurasian achievement. He thus offers a more interculturalist view of global history which undermines notions of 'a clash of civilisations'.[ citation needed ]

In contrast, Nussbaum views interculturalism as distinct from multiculturalism and notes that several humanities professors have preferred interculturalism over multiculturalism because they view multiculturalism as being "associated with relativism and identity politics". [6]

The extent to which the principles of intercultural health are protected in practice under the Ecuadorian constitution are questioned by academics. [45] Some argue that interculturalism creates a binary, whereas pluriculturalism is more inclusive alternative. [46]

See also

Related Research Articles

Alternative medicine is any practice that aims to achieve the healing effects of medicine despite lacking biological plausibility, testability, repeatability or evidence of effectiveness. Unlike modern medicine, which employs the scientific method to test plausible therapies by way of responsible and ethical clinical trials, producing repeatable evidence of either effect or of no effect, alternative therapies reside outside of medical science and do not originate from using the scientific method, but instead rely on testimonials, anecdotes, religion, tradition, superstition, belief in supernatural "energies", pseudoscience, errors in reasoning, propaganda, fraud, or other unscientific sources. Frequently used terms for relevant practices are New Age medicine, pseudo-medicine, unorthodox medicine, holistic medicine, fringe medicine, and unconventional medicine, with little distinction from quackery.

In bilingual education, students are taught in two languages. It is distinct from learning a second language as a subject because both languages are used for instruction in different content areas like math, science, and history. The time spent in each language depends on the model. For example, some models focus on providing education in both languages throughout a student's entire education while others gradually transition to education in only one language. The ultimate goal of bilingual education is fluency and literacy in both languages through a variety of strategies such as translanguaging and recasting.

Cross-cultural communication is a field of study investigating how people from differing cultural backgrounds communicate, in similar and different ways among themselves, and how they endeavor to communicate across cultures. Intercultural communication is a related field of study.

Medical anthropology studies "human health and disease, health care systems, and biocultural adaptation". It views humans from multidimensional and ecological perspectives. It is one of the most highly developed areas of anthropology and applied anthropology, and is a subfield of social and cultural anthropology that examines the ways in which culture and society are organized around or influenced by issues of health, health care and related issues.

Acculturation is a process of social, psychological, and cultural change that stems from the balancing of two cultures while adapting to the prevailing culture of the society. Acculturation is a process in which an individual adopts, acquires and adjusts to a new cultural environment as a result of being placed into a new culture, or when another culture is brought to someone. Individuals of a differing culture try to incorporate themselves into the new more prevalent culture by participating in aspects of the more prevalent culture, such as their traditions, but still hold onto their original cultural values and traditions. The effects of acculturation can be seen at multiple levels in both the devotee of the prevailing culture and those who are assimilating into the culture.

Intercultural communication is a discipline that studies communication across different cultures and social groups, or how culture affects communication. It describes the wide range of communication processes and problems that naturally appear within an organization or social context made up of individuals from different religious, social, ethnic, and educational backgrounds. In this sense, it seeks to understand how people from different countries and cultures act, communicate, and perceive the world around them. Intercultural communication focuses on the recognition and respect of those with cultural differences. The goal is mutual adaptation between two or more distinct cultures which leads to biculturalism/multiculturalism rather than complete assimilation. It promotes the development of cultural sensitivity and allows for empathic understanding across different cultures.

Medicalization is the process by which human conditions and problems come to be defined and treated as medical conditions, and thus become the subject of medical study, diagnosis, prevention, or treatment. Medicalization can be driven by new evidence or hypotheses about conditions; by changing social attitudes or economic considerations; or by the development of new medications or treatments.

Cultural psychology is the study of how cultures reflect and shape their members' psychological processes.

Cultural competence, also known as intercultural competence, is a range of cognitive, affective, behavioural, and linguistic skills that lead to effective and appropriate communication with people of other cultures. Intercultural or cross-cultural education are terms used for the training to achieve cultural competence.

Cultural competency training is an instruction to achieve cultural competence and the ability to appreciate and interpret accurately other cultures. In an increasingly globalised world, training in cultural sensitivity to others' cultural identities and how to achieve cultural competence is being practised in the workplace, particularly in healthcare, schools and in other settings.

Translational research is research aimed at translating (converting) results in basic research into results that directly benefit humans. The term is used in science and technology, especially in biology and medical science. As such, translational research forms a subset of applied research.

<span class="mw-page-title-main">Cultural sensitivity</span> Knowledge, awareness, and acceptance of other cultures

Cultural sensitivity, also referred to as cross-cultural sensitivity or cultural awareness, is the knowledge, awareness, and acceptance of other cultures and others' cultural identities. It is related to cultural competence, and is sometimes regarded as the precursor to the achievement of cultural competence, but is a more commonly used term. On the individual level, cultural sensitivity is a state of mind regarding interactions with those different from oneself. Cultural sensitivity enables travelers, workers, and others to successfully navigate interactions with a culture other than their own.

Intercultural bilingual education(Educación bilingüe intercultural) is a language-planning model employed throughout Latin America in public education, and it arose as a political movement asserting space for indigenous languages and culture in the education system. IBE is designed to address the educational needs of indigenous communities, and consists of various bilingual curriculum designs.

<span class="mw-page-title-main">Indigenous education</span> Education that focuses on teaching within formal or non-formal educational systems

Indigenous education specifically focuses on teaching Indigenous knowledge, models, methods, and content within formal or non-formal educational systems. The growing recognition and use of Indigenous education methods can be a response to the erosion and loss of Indigenous knowledge through the processes of colonialism, globalization, and modernity.

<span class="mw-page-title-main">Holistic nursing</span> Medical care practice

Holistic nursing is a way of treating and taking care of the patient as a whole body, which involves physical, social, environmental, psychological, cultural and religious factors. There are many theories that support the importance of nurses approaching the patient holistically and education on this is there to support the goal of holistic nursing. The important skill to be used in holistic nursing would be communicating skills with patients and other practitioners. This emphasizes that patients being treated would be treated not only in their body but also their mind and spirit.. Holistic nursing is a nursing speciality concerning the integration of one's mind, body, and spirit with his or her environment. This speciality has a theoretical basis in a few grand nursing theories, most notably the science of unitary human beings, as published by Martha E. Rogers in An Introduction to the Theoretical Basis of Nursing, and the mid-range theory Empowered Holistic Nursing Education, as published by Dr. Katie Love. Holistic nursing has gained recognition by the American Nurses Association (ANA) as a nursing specialty with a defined scope of practice and standards. Holistic nursing focuses on the mind, body, and spirit working together as a whole and how spiritual awareness in nursing can help heal illness. Holistic medicine focuses on maintaining optimum well-being and preventing rather than just treating disease.

Cultural humility is the “ability to maintain an interpersonal stance that is other-oriented in relation to aspects of cultural identity that are most important to the [person].” Cultural humility is different from other culturally-based training ideals because it focuses on self-humility rather than being an other-directed "they/them" way of achieving a state of knowledge or awareness. It is helpful to see as others see; what they themselves have determined is their personal expression of their heritage and their “personal culture”. Cultural humility was formed in the physical healthcare field and adapted for therapists, social workers, and medical librarians, to learn more about experiences and cultural identities of others and increase the quality of their interactions with clients and community members.

<span class="mw-page-title-main">Cultural competence in healthcare</span> Health care services that are sensitive and responsive to the needs of diverse cultures

Cultural competence in healthcare refers to the ability for healthcare professionals to demonstrate cultural competence toward patients with diverse values, beliefs, and feelings. This process includes consideration of the individual social, cultural, and psychological needs of patients for effective cross-cultural communication with their health care providers. The goal of cultural competence in health care is to reduce health disparities and to provide optimal care to patients regardless of their race, gender, ethnic background, native languages spoken, and religious or cultural beliefs. Cultural competency training is important in health care fields where human interaction is common, including medicine, nursing, allied health, mental health, social work, pharmacy, oral health, and public health fields.

<span class="mw-page-title-main">Climate change and Indigenous peoples</span> Description of how climate change disproportionately impacts indigenous peoples around the world

Climate change and Indigenous peoples describes how climate change disproportionately impacts Indigenous peoples around the world when compared to non-Indigenous peoples. These impacts are particularly felt in relation to health, environments, and communities. Some Indigenous scholars of climate change argue that these disproportionately felt impacts are linked to ongoing forms of colonialism. Indigenous peoples found throughout the world have strategies and traditional knowledge to adapt to climate change. These knowledge systems can be beneficial for their own community's adaptation to climate change as expressions of self-determination as well as to non-Indigenous communities.

The Purnell Model for Cultural Competence is a broadly utilized model for teaching and studying intercultural competence, especially within the nursing profession. Employing a method of the model incorporates ideas about cultures, persons, healthcare and health professional into a distinct and extensive evaluation instrument used to establish and evaluate cultural competence in healthcare. Although the Purnell Model was originally created for nursing students, the model can be applied in learning/teaching, management, study and practice settings, within a range of nations and cultures.

Sumak kawsay is a neologism in Quechua invented in the 1990s by intellectuals, academics and experts in development working in or about Latin America and receiving a kind of sponsorship and technical advice by developmental cooperation agencies from Europe. Sumak kamaña in aymara was invented at first in the same conditions, similar neologisms were produced in another languages spoken by people classified as indigenous in Latin America. Originally created as a political and cultural proposal for countries with indigenous populations, Ecuadorian and Bolivian governments later adopted it to make new Constitutions. The term refers to the implementation of a kind of socialism that moves away from Western socialist theory and instead uses an idea of ancestral, communitarian knowledge and lifestyle of Quechua speaking people, the most of then living in peasant communities since the Colonial period. In Ecuador, it has been translated as buen vivir or "good living", although native speakers of Quechua when are asked to translate the neologism in another language say that a more precise translation would be "the plentiful life". In Bolivia, the original neologism in Aimaran is suma qamaña which has been also translated as vivir bien or living well.

References

  1. 1 2 3 John Nagle, Multiculturalism's Double-Bind: Creating Inclusivity Cosmopolitanism and Difference. Ashgate Publishing, Ltd., 2009. P. 169.
  2. Ibanez B. Penas, Ma. Carmen López Sáenz. Interculturalism: Between Identity and Diversity. Bern: Peter Lang AG, 2006. P. 15.
  3. 1 2 3 4 Rappaport, Joanne (20 September 2005). Intercultural Utopias : Public Intellectuals, Cultural Experimentation, and Ethnic Pluralism in Colombia. Duke University Press. ISBN   978-0-8223-8743-5. OCLC   1235889580.
  4. 1 2 3 Hans van Ewijk. European Social Policy and Social Work: Citizenship-Based Social Work. Oxon, England, UK; New York, New York, USA: Routledge, 2010. P. 136.
  5. Lopez, Luis Enrique (1991). Educación bilinque en Puno-Perú: Hacia un ajuste de cuentas. Lima: FOMCIENCIAS. pp. 173–217.
  6. 1 2 Femi James Kolapo. Immigrant Academics and Cultural Challenges in a Global Environment. Amherst, New York, USA: Cambria Press, 2008. P. 134.
  7. "Ethnography", Wikipedia, 2022-04-14, retrieved 2022-04-19
  8. Tironi, Ernesto (2011-11-11). "Las estrategias nacionales de desarrollo y la integración de los países andinos". Estudios Internacionales. 9 (34). doi: 10.5354/0719-3769.1976.17186 . ISSN   0719-3769.
  9. "Interculturality and Decoloniality", On Decoloniality, Duke University Press, pp. 57–80, 2018, doi:10.1215/9780822371779-004, ISBN   978-0-8223-7177-9 , retrieved 2022-05-07
  10. Schavelzon, Salvador - Autor/a. El nacimiento del Estado Plurinacional de Bolivia : etnografía de una Asamblea Constituyente. OCLC   1029746143.
  11. "Constitution of Bolivia", Wikipedia, 2022-03-28, retrieved 2022-04-11
  12. "2008 Constitution of Ecuador - Wikipedia". en.wikipedia.org. Retrieved 2022-04-11.
  13. Santos, Boaventura de Sousa (2013). Justicia indígena, plurinacionalidad e interculturalidad en Ecuador. Abya Yala. ISBN   978-9942-09-115-4. OCLC   876403478.
  14. Piciocchi, Cinzia (2015). "From strategies to Constitutions. Identity, Multiculturalism and Interculturalism as Legal values: A Comparison between Europe and the Andean Countries". Revista general de derecho público comparado. 17.
  15. "Multiculturalism", Wikipedia, 2022-04-13, retrieved 2022-04-19
  16. "Colombian Constitution of 1991", Wikipedia, 2022-01-25, retrieved 2022-04-19
  17. Huayamave, Germán Gerson (2017-06-06). "La Constitución ecuatoriana entre el multiculturalismo y la interculturalidad. Un análisis de su orientación". INNOVA Research Journal (in Spanish). 2 (6): 22–34. doi: 10.33890/innova.v2.n6.2017.182 . ISSN   2477-9024.
  18. UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions, Article 4 Paragraph 8.
  19. http://www.britishcouncil.ca/our-team Background on Salman Cheema
  20. "NDP convention: A new preamble is approved". Macleans.ca. 14 April 2013.
  21. 1 2 Torri, Maria Costanza (March 2012). "Intercultural Health Practices: Towards an Equal Recognition Between Indigenous Medicine and Biomedicine? A Case Study from Chile". Health Care Analysis. 20 (1): 31–49. doi:10.1007/s10728-011-0170-3. ISSN   1065-3058. PMID   21404028. S2CID   22639060.
  22. Birn, Anne-Emanuelle; Zimmerman, Sarah; Garfield, Richard (January 2000). "To Decentralize or Not to Decentralize, is That the Question? Nicaraguan Health Policy under Structural Adjustment in the 1990s". International Journal of Health Services. 30 (1): 111–128. doi:10.2190/C6TB-B16Y-60HV-M3QW. ISSN   0020-7314. PMID   10707302. S2CID   1189417.
  23. Bossert, Thomas; Larrañaga, Osvaldo; Ruiz Meir, Fernando (August 2000). "Decentralization of health systems in Latin America". Revista Panamericana de Salud Pública. 8 (1–2): 84–92. doi: 10.1590/S1020-49892000000700011 . ISSN   1020-4989. PMID   11026777.
  24. Breilh, Jaime. New Method and Intercultural Awakening: Beyond the "Knowledge Illusion" of the Cartesian Bubble. Oxford University Press. doi:10.1093/med/9780190492786.003.0004. ISBN   978-0-19-049281-6.
  25. Farmer, Paul (1996). "On Suffering and Structural Violence: A View from Below". Daedalus. 125 (1): 261–283. ISSN   0011-5266. JSTOR   20027362.
  26. 1 2 Spiegel, Jerry M.; Breilh, Jaime; Yassi, Annalee (2015-02-27). "Why language matters: insights and challenges in applying a social determination of health approach in a North-South collaborative research program". Globalization and Health. 11 (1): 9. doi: 10.1186/s12992-015-0091-2 . ISSN   1744-8603. PMC   4353467 . PMID   25880442.
  27. Breilh, Jaime (January 2021), "Why Critical Epidemiology?", Critical Epidemiology and the People's Health, Oxford University Press, pp. 47–132, doi:10.1093/med/9780190492786.003.0003, ISBN   978-0-19-049278-6 , retrieved 2022-05-07
  28. When people come first : critical studies in global health. João Guilherme Biehl, Adriana Petryna. Princeton: Princeton University Press. 2013. ISBN   978-1-4008-4680-1. OCLC   847525160.{{cite book}}: CS1 maint: others (link)
  29. Llamas, Ana; Mayhew, Susannah (December 2018). ""Five hundred years of medicine gone to waste"? Negotiating the implementation of an intercultural health policy in the Ecuadorian Andes". BMC Public Health. 18 (1): 686. doi: 10.1186/s12889-018-5601-8 . ISSN   1471-2458. PMC   5987654 . PMID   29866186.
  30. 1 2 Briggs, Charles L. (2016). Tell me why my children died : rabies, indigenous knowledge, and communicative justice. Clara Mantini-Briggs. Durham. ISBN   978-0-8223-7439-8. OCLC   946055018.{{cite book}}: CS1 maint: location missing publisher (link)
  31. Walsh, Catherine (2010-03-01). "Development as Buen Vivir: Institutional arrangements and (de)colonial entanglements". Development. 53 (1): 15–21. doi:10.1057/dev.2009.93. ISSN   1461-7072. S2CID   55952261.
  32. Smith, Linda Tuhiwai (2021). Decolonizing methodologies : research and indigenous peoples (Third ed.). London. ISBN   978-1-78699-812-5. OCLC   1242806586.{{cite book}}: CS1 maint: location missing publisher (link)
  33. 1 2 3 4 5 6 Mignone, Javier; Bartlett, Judith; O'Neil, John; Orchard, Treena (December 2007). "Best practices in intercultural health: five case studies in Latin America". Journal of Ethnobiology and Ethnomedicine. 3 (1): 31. doi: 10.1186/1746-4269-3-31 . ISSN   1746-4269. PMC   2000867 . PMID   17803820.
  34. Peprah, Prince; Agyemang-Duah, Williams; Arimiyaw, Abdul Wahid; Morgan, Anthony Kwame; Nachibi, Stephen Uwumbordo (January 2021). "Removing barriers to healthcare through an intercultural healthcare system: Focus group evidence". Journal of Integrative Medicine. 19 (1): 29–35. doi:10.1016/j.joim.2020.08.008. PMID   33288486. S2CID   227947942.
  35. "Universidad Andina Simón Bolívar - Bienvenidos al nuevo portal". Universidad Andina Simón Bolívar (in Spanish). Retrieved 2022-04-19.
  36. Aguirre, Guadalupe María Vernimmen (2019-06-24). "Educación Intercultural Bilingüe en Ecuador: Una revisión conceptual". Alteridad (in Spanish). 14 (2): 162–171. doi: 10.17163/alt.v14n2.2019.01 . ISSN   1390-8642. S2CID   198337526.
  37. Rousseau, Stéphanie; Dargent, Eduardo (August 2019). "The Construction of Indigenous Language Rights in Peru: A Language Regime Approach". Journal of Politics in Latin America. 11 (2): 161–180. doi: 10.1177/1866802X19866527 . ISSN   1866-802X. S2CID   201365188.
  38. Wroblewski, Michael (2021). Remaking Kichwa : language and indigenous pluralism in Amazonian Ecuador. London. ISBN   978-1-350-11556-9. OCLC   1227394760.{{cite book}}: CS1 maint: location missing publisher (link)
  39. "Cultural competence", Wikipedia, 2021-10-30, retrieved 2022-04-11
  40. Dinos, Sokratis; Ascoli, Micol; Owiti, John A.; Bhui, Kamaldeep (March 2017). "Assessing explanatory models and health beliefs: An essential but overlooked competency for clinicians". BJPsych Advances. 23 (2): 106–114. doi: 10.1192/apt.bp.114.013680 . ISSN   2056-4678. S2CID   78421640.
  41. Fleckman, Julia M.; Dal Corso, Mark; Ramirez, Shokufeh; Begalieva, Maya; Johnson, Carolyn C. (2015). "Intercultural Competency in Public Health: A Call for Action to Incorporate Training into Public Health Education". Frontiers in Public Health. 3: 210. doi: 10.3389/fpubh.2015.00210 . ISSN   2296-2565. PMC   4556984 . PMID   26389109.
  42. 1 2 Holmes, Seth M. (March 2012). "The clinical gaze in the practice of migrant health: Mexican migrants in the United States". Social Science & Medicine. 74 (6): 873–881. doi:10.1016/j.socscimed.2011.06.067. PMID   21992736. S2CID   6939785.
  43. Davenport, Beverly Ann (2000). "Witnessing and the Medical Gaze: How Medical Students Learn to See at a Free Clinic for the Homeless". Medical Anthropology Quarterly. 14 (3): 310–327. doi:10.1525/maq.2000.14.3.310. ISSN   0745-5194. JSTOR   649501. PMID   11036581.
  44. Gerald Delanty. Community: 2nd edition. Routledge, 2009. P. 71.
  45. Gallegos, Carlos Andres; Waters, William F.; Kuhlmann, Anne Sebert (2016-12-18). "Discourse vs practice: are traditional practices and beliefs in pregnancy and childbirth included or excluded in the Ecuadorian health care system?: Table 1". International Health. 9 (2): 105–111. doi:10.1093/inthealth/ihw053. ISSN   1876-3413. PMID   27993953.
  46. Araújo, Vanda (2018). "MULTICULTURALISMO, INTERCULTURALISMO E PLURICULTURALISMO: DEBATES E HORIZONTES POLÍTICOS E EPISTEMOLÓGICOS". Revista @mbienteeducação. 11: 29–44. doi: 10.26843/ae19828632v11n12018p29a44 .
  47. Breilh, Jaime (2019), Vallverdú, Jordi; Puyol, Angel; Estany, Anna (eds.), "Critical Epidemiology in Latin America: Roots, Philosophical and Methodological Ruptures", Philosophical and Methodological Debates in Public Health, Cham: Springer International Publishing, pp. 21–45, doi:10.1007/978-3-030-28626-2_3, ISBN   978-3-030-28625-5, S2CID   211461393 , retrieved 2022-05-07

Further reading