查看文章

In recent decades, clinicians and clinical educators have increasingly turned to the ‘‘cultural competence’’paradigm and its correlates (eg,‘‘cultural sensitivity,’’‘‘cultural humility,’’‘‘cultural safety,’’etc.) in an effort to engage clinicians in the monumental task of redressing health disparities between privileged and disadvantaged populations. 1 Such efforts hinge on several key assumptions: first, that ‘‘culture’’and disadvantage are related in significant and predictable ways, and second, that certain identifiable dimensions of clinical encounters are both (a) associated with meaningful differences in health outcomes and (b) amenable to change. A great deal has been written about the wide and disparate array of efforts that have developed under the ‘‘cultural competence’’umbrella. At the same time, it has also become increasingly common to wield (sometimes devastating) critiques of such interventions, especially in an …