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Cultural Humility (complete)

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    [ Music ]
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    >> One word to describe
    cultural humility
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    for me is love actually.
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    >> If I had to encapsulate
    cultural humility,
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    the whole concepts
    of cultural humility,
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    it doesn't do it
    justice, but the word
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    that I think of is essence.
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    Escuchar.
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    >> Being.
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    >> You.
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    >> Opening.
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    >> Receive.
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    >> Compassion.
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    >> Love.
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    >> The principles of cultural
    humility offer one more
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    framework to contribute
    to what has got
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    to be our ultimate goal, yes.
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    Our ultimate goal is that there
    will be a sense of equity,
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    a sense of equality
    and a kind of respect
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    that we are driving forward.
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    [ Music ]
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    >> Cultural humility is a
    multidimensional concept.
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    And certainly Melanie Tervalon
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    and I conceptualized
    three dimensions.
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    >> The first is lifelong
    learning
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    and critical self- reflection.
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    And in that critical
    self-reflection it is the
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    understanding of how each of
    us, every singe one of us,
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    is a complicated,
    multidimensional human being.
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    Each of us comes with our
    own histories and stories,
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    our heritage, our point of view.
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    You are looking at me now.
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    I am very fair skinned.
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    When I was a little
    girl my hair was blond.
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    My eyes are blue.
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    People often tried to call me
    anything but African-American.
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    I have a history.
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    My identity is rooted
    in that history.
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    My parents gave me the knowledge
    of my own social identity,
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    and my own experience in
    life has created that.
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    I get to say who I am.
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    >> The second tenet
    after self-reflection
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    and ongoing lifelong learning
    and development is this notion
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    that we must mitigate the
    power imbalances, to recognize
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    and mitigate the
    power imbalances
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    that are inherent often
    in our clinician patient
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    or clinician client for service
    provider community dynamics.
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    >> And then finally the piece
    that I would offer that Jann
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    and I feel people often either
    don't read or don't like.
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    And the institution has to
    model these principles as well.
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    [ Music ]
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    >> An African-American
    nurse caring
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    for a middle aged Latino
    woman several hours
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    after the patient had
    undergone surgery.
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    >> A Latino physician
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    on a consult service
    approached the bedside
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    and noted the moaning
    patient commented to the nurse
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    that the patient appeared
    to be in a great deal
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    of post- operative pain.
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    >> The nurse summarily dismissed
    his perception informing him
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    that she took a course in
    nursing school in cross-
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    cultural medicine and knew
    that Hispanic patients over-
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    express the pain that
    they are feeling.
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    The Latino physician had a
    difficult time influencing the
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    perspective of this
    nurse who focused
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    on her self-proclaimed
    cultural expertise.
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    >> It was curious to this
    Latino physician who first
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    of all was Latino,
    not like all --
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    in his case not like
    all Mexican-Americans,
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    know everything there is to know
    about Mexican-American patients.
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    That wasn't it.
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    But he might have
    been a resource
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    for that African-American
    nurse in that moment
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    that she didn't feel
    like she needed, again,
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    because she had bought into
    this notion of competence,
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    of cultural competence.
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    >> The distinction
    between cultural humility
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    and cultural competence was
    that we were in a process
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    and a relationship that had
    many other layers to it,
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    and that we were less
    comfortable with even the term
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    of competence in a way that I
    think people understand well.
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    And that it implies especially
    for people who are providers
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    and are trained in academia
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    that you are then all
    knowing and all powerful.
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    And we felt like that was
    not what was happening for us
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    as we were learning from
    community and understanding
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    in a very practical way
    how families were coming
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    to the hospital and feeling
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    as if they really were not being
    heard from their own heritage
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    in history, and how that
    impacted what they came
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    to the hospital with that we
    didn't know anything about,
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    hadn't even a clue about.
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    For us this is part of
    the humility piece of it,
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    getting to understand that.
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    Not trying to humiliate you,
    not trying to make you feel bad,
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    trying to help us all understand
    that life is like this.
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    And that in a certain
    sense you're really happy
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    about not knowing.
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    >> In April of 1992 in the wake
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    of the Los Angeles riots
    following the initial not guilty
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    verdict of the police officers
    accused of beating Mr. King,
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    the Children's Hospital open
    community was compelled to meet
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    in a series of highly
    charged sessions to expose
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    and critique our own patterns
    of institutional racism,
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    injustice and inequity.
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    >> My name is Dr. Melanie
    Tervalon, and I am Direct
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    of Multicultural Affairs here
    at Children's Hospital Oakland.
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    >> I want to thank
    everybody for coming
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    to what is a celebration
    for me of this year.
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    >> Jann and I had the good
    fortune really to be together
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    in the same place when
    this work was evolving.
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    Jann and I while we were
    several years difference
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    in age are both African-American
    women.
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    And we were both raised by
    women who were teachers.
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    And we come out of that -- and
    fathers who were working men,
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    who come out of that
    southern tradition
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    and who participated fully
    in the civil rights movement
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    in a way that meant that
    they made sacrifices
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    and their children made
    sacrifices, and they taught us
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    about those sacrifices
    and raised us each in ways
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    to understand that we
    were here to serve.
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    [ Music ]
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    >> Patty.
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    >> Hey.
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    >> How you doing?
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    >> How are you?
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    >> It's good to see you.
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    >> It's so good to see you.
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    It's been a long time.
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    >> I know, yeah.
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    >> How have you been?
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    >> Pretty good.
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    >> Good. Thank you
    for having me.
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    >> I'm invested in children
    and in that population
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    because I've been
    there for so, so long.
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    >> Since we were residents.
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    >> And I'm seeing like second
    generation of my families now.
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    >> The multicultural curriculum
    program really started
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    in about 91- 92 as a pilot.
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    >> When was Rodney King,
    I thought that was 90 --
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    >> It was provoked in 92.
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    >> 92, yes.
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    >> The Rodney King
    incident that people saw all
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    over the world really at
    Children's meant that we started
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    to talk again about what
    we called our own private
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    Rodney Kings.
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    The circumstances
    where families felt
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    as if they were not being taken
    care of in a respectful way.
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    That was a big part of
    our work, being certain
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    that we were living
    up to the principles
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    that had clearly
    been established
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    through the conversations
    already in the hospital.
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    That given the composition
    of the faculty at Children's
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    and given the composition of
    the patients we were taking care
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    of that the faculty could really
    not teach about the issues
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    of culture and race and
    difference in time and the like.
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    And so we spent a lot of time
    working with community groups
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    and families to actually
    come in and teach.
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    >> When I think of the two
    terms, cultural competency
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    versus cultural humility, for me
    cultural competency implies kind
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    of a subject, a topic, you know.
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    And people do feel like I
    need to know this or not,
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    and if I don't know this
    I'm not smart or whatever.
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    Whereas for me cultural
    humility is a philosophy,
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    it's an approach, it
    is a tool, you know.
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    So it's not something to be
    I'm going to master it or not.
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    It's my approach, it's how
    I will handle the situation.
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    >> Last year I was
    the coordinator
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    of the student support
    team which are the meetings
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    that families have with teachers
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    when their kids are
    having trouble.
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    And it was quite interesting
    to just try to navigate that,
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    those meetings in
    a way that worked
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    with the principles
    of cultural humility.
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    Just to really try to say
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    to my colleagues let's hear
    what this parent is experiencing
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    and what this parent hears
    about from their child.
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    And let's try to talk about that
    as a starting point rather than,
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    you know, your kid is XYZ.
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    >> One of the things that
    helped me out a lot to be able
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    to also kind of make
    peace with not knowing is
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    that for a long time
    I mistook not knowing
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    for lack of intelligence.
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    And a dear friend of mine
    pointed out to me once
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    when I was having a conversation
    about this, he said it's not
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    that you're not intelligent,
    it's that your fount
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    of knowledge in this particular
    area you don't have it.
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    So it doesn't take away
    from your intelligence
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    by any stretch of
    the imagination.
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    You don't know because
    no one has told you
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    or you haven't asked
    that question.
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    And it allowed me to be able
    to ask a million questions
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    because now I didn't feel
    like I was saying to the world
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    or to the person
    or to the patient
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    or to the community I'm stupid.
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    I was happy just saying
    I just don't know.
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    And the same way with
    the fount of knowledge
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    with medicine there's no way
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    for you know something
    unless you learn about it.
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    But in no way, shape or
    form does it take away
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    your intelligence.
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    So once I could distinguish the
    difference I was comfortable
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    with not knowing anymore.
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    >> The article gets written
    but not published right away
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    about what we learned from all
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    of this work working
    with communities.
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    And this is the cultural
    humility piece
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    that people have now
    used in many venues,
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    not just in medicine
    but in education.
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    Many nonprofit organizations use
    the cultural humility principles
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    in their work.
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    The principles are not just
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    about individual
    activity and behavior.
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    Institutions have got
    to be self-reflective.
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    Lifelong learners have to really
    believe that the communities
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    that are being served really
    do know what they want
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    and what they need, right, and
    they're in the best position
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    to let us know what that is.
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    [ Music ]
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    >> People living in poverty
    have the least access to power
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    to change the structure
    of policies of poverty,
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    and are often denied
    effective solutions
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    to combat the violations
    to their human rights.
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    And I care about this issue
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    because my brother is an
    innocent man with special needs
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    who has been held in what
    I call modern day slavery
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    for two years now for a
    crime that he did not commit.
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    And I come to you because the
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    so called justice
    system is not designed
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    to benefit my community.
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    And I can hear the voice of
    the oppressed that echo, no,
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    you don't deserve
    to have rights.
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    Just us. You don't have
    a history, just us.
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    You don't have the strength
    to control your mind, just us.
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    You don't remember what
    the fight is about.
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    Just us.
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    >> There are these moments
    that grab everybody's attention
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    that we can take advantage of.
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    And I think the Rodney
    King, more of the response
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    to Rodney King, is what inspired
    a lot of conversation and a lot
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    of soul searching and a
    lot of people seeking ways
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    that we could have
    these conversations
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    with better result.
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    And then it fades.
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    [ Music ]
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    >> The three police officers
    facing felony criminal charges
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    were among a group of 15
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    who stopped a 25 year old
    Black man last Saturday night,
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    then beat him, kicked
    him and clubbed him.
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    >> At WHAT Radio host Mary
    Mason fielded scores of calls
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    from members of the
    Black community angered
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    by the verdict, shocked by
    the violence that followed.
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    >> We need love and
    respect for one another.
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    We need [inaudible].
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    >> In 2010 Arizona passed a law
    that authorized local police
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    to check the immigration status
    of anyone of whom they suspect
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    of being an illegal immigrant
    to the United States.
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    Who has the right to call
    another human being illegal?
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    Most of these illegals are the
    ones working in the fields,
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    cleaning homes, landscaping
    at jobs that have the right
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    to pay lower than minimum wage.
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    >> There are things that
    are difficult to hear,
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    and there are things that
    are just plain hard to see.
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    So how it is a fish
    doesn't see water.
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    It's very hard when you benefit
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    from great privilege
    to see it as that.
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    And I would say it takes
    constant reminding.
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    And I certainly don't
    see it all the time.
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    And each time I'm
    reminded of it I'm reminded
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    that I'm reminded of it.
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    That why do I have to be
    reminded of it, oh but I do.
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    >> I heard the white woman
    behind us say you foreigners
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    have no manners.
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    My initial reaction was
    anger and confusion.
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    Anger because I felt
    discriminated
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    against and judged.
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    Confusion because she was an
    older woman, so hadn't she been
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    around long enough to know
    that she is not a native
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    of this country either?
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    We are constantly bombarded
    by subliminal messages
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    that light skin is superior.
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    Immigration policy is
    continuously debated
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    in the White House, while
    brown men are hoping
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    to land a side job
    outside of Home Depot.
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    >> How does cultural
    humility come to life
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    at Berkeley Media Studies Group?
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    I have to credit Tony
    Borbone [phonetic].
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    Bony Borbone, may
    he rest in peace,
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    was a violence prevention
    advocate par excellence
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    who I met early in our years in
    working on violence prevention
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    when we first started the
    Berkeley Media Studies Group.
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    And Tony just confronted me and
    said you live in California,
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    how many of your
    staff speak Spanish?
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    And I had to say none.
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    And Tony in I was
    going to say loving,
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    it wasn't in a loving way, it
    was in a confrontational way.
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    I mean we grew to love each
    other and each other's work
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    and had great respect
    for each other I think
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    as our relationship blossomed.
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    But he had no fear about
    saying what was important.
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    [ Music ]
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    >> It's really important
    to show up.
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    Take the time from your
    life and show that you care
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    about the community
    and be there.
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    So the workers were
    participating in actions
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    to bring pressure on
    a poultry market owner
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    who owed her workers wages.
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    The workers were going
    out with picket signs,
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    and I went with them, too.
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    In that way I felt nervous.
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    You do kind of feel exposed.
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    You're in the environment
    that's very different from some
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    of the other things
    that I'd done.
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    [ Music ]
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    So when we had these
    meetings everybody
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    on the project was
    really experienced
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    in doing community research.
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    But there's a dynamic.
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    When you're in a
    professional culture you're used
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    to participating in meetings
    and trying to get in your word.
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    And then on top of all
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    that we're conducting
    all these in English.
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    And so the other two staff
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    from the Chinese Progressive
    Association were interpreting
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    for the non-English
    speaking staff member.
  • 18:05 - 18:08
    And so they're not fully
    able to participate.
  • 18:08 - 18:12
    And then everything is happening
    so fast, people are talking
  • 18:12 - 18:13
    over each other,
    that for the non-
  • 18:13 - 18:16
    English speaking staff member
    it was hard for her to sort
  • 18:16 - 18:18
    of get a word in edgewise.
  • 18:20 - 18:22
    We did reflect on this
    and people noticed it.
  • 18:22 - 18:26
    Then we started to conduct
    the meetings in Chinese.
  • 18:26 - 18:28
    And then all the English
    speakers wore the headsets
  • 18:28 - 18:31
    with simultaneous
    interpretation.
  • 18:31 - 18:32
    >> The native English
    speakers were quieter,
  • 18:33 - 18:34
    and that changed
    the dynamics a lot.
  • 18:34 - 18:37
    But the workers were
    still quiet.
  • 18:38 - 18:41
    In terms of cultural humility
    we were really challenged
  • 18:41 - 18:43
    to think I think a
    little bit more deeply
  • 18:43 - 18:47
    about what culture is and
    how it doesn't mean thinking
  • 18:47 - 18:51
    about a list of traits that
    you can ascribe to people.
  • 18:51 - 18:56
    But that it's actually
    that it involves you
  • 18:56 - 19:00
    and your assumptions and how
    you project your assumptions
  • 19:00 - 19:05
    onto somebody else versus what
    is their actual experience
  • 19:05 - 19:06
    of who they actually are.
  • 19:07 - 19:29
    [ Music ]
  • 19:29 - 19:31
    >> I first heard about
    cultural humility
  • 19:31 - 19:33
    when I was a graduate student
    in the master's program here
  • 19:33 - 19:34
    at San Francisco State.
  • 19:34 - 19:37
    But I feel like I first
    understood cultural humility
  • 19:37 - 19:39
    as a concept a lot
    earlier in my life.
  • 19:39 - 19:43
    It came from a place of
    invisibility, a place of kind
  • 19:43 - 19:45
    of suppressing who I
    was as a woman of color
  • 19:45 - 19:49
    and now has completely
    transformed as an educator,
  • 19:49 - 19:51
    realizing who I am,
    where I stand
  • 19:51 - 19:52
    in the classroom,
    what my privilege is.
  • 19:53 - 19:56
    But also what my voice
    means in the world
  • 19:56 - 19:57
    and what it means
    as an educator.
  • 19:57 - 20:01
    It came from trying to fit
    in, to do whatever I could
  • 20:01 - 20:03
    to be Indian at home and
    not out in the world.
  • 20:03 - 20:10
    And not express that, and it's
    become this marker of identity
  • 20:10 - 20:11
    that I knew was always there
  • 20:11 - 20:13
    that I could never
    really express growing up.
  • 20:13 - 20:16
    And now it's saying
    who that person is
  • 20:16 - 20:21
    and acknowledging both my own
    power and privilege in I've got
  • 20:21 - 20:22
    to check myself kind of way.
  • 20:22 - 20:25
    In the same respect it's also
    saying I am a woman of color,
  • 20:25 - 20:28
    I have something important
    to say and here I am.
  • 20:28 - 20:31
    >> I think as long as
    power and privilege exists
  • 20:31 - 20:34
    in society we will always being
    struggling with being too humble
  • 20:35 - 20:36
    as women of color,
    as women who come
  • 20:36 - 20:38
    from working class
    backgrounds, as women who come
  • 20:38 - 20:40
    from low income backgrounds
  • 20:40 - 20:42
    or under resourced
    backgrounds, right?
  • 20:42 - 20:44
    As long as there's
    power and privilege
  • 20:44 - 20:46
    in society I know I will
    always be struggling with that,
  • 20:46 - 20:48
    and I struggle with
    that on a daily basis.
  • 20:50 - 21:06
    [ Music ]
  • 21:06 - 21:08
    >> I examined [inaudible] here
  • 21:08 - 21:10
    to see how inclusive
    our current policies
  • 21:10 - 21:13
    and programming are toward
    transgender students.
  • 21:13 - 21:16
    >> And I was just reflecting
  • 21:17 - 21:19
    about how it's actually
    very relevant
  • 21:20 - 21:24
    to the topic this evening
    of cultural humility
  • 21:24 - 21:27
    because we're talking
    like transgender culture
  • 21:28 - 21:31
    or peer culture at [inaudible]
    and how it's respected or not.
  • 21:31 - 21:31
    >> Right.
  • 21:32 - 21:37
    >> And how like the institution
    can be culturally relevant
  • 21:37 - 21:41
    or humble or respectful of
    the experience of transgenders
  • 21:41 - 21:43
    when they come to this place.
  • 21:43 - 21:46
    >> The health educators
    that I work
  • 21:46 - 21:48
    with are all transgender
    females.
  • 21:48 - 21:53
    And literally the second day of
    my job I walked into a meeting,
  • 21:53 - 21:55
    and it was a committee
    advisory board
  • 21:56 - 21:58
    of all transgender females.
  • 21:58 - 21:59
    And I was so uncomfortable
  • 21:59 - 22:02
    but at the same time they
    made me feel so comfortable.
  • 22:02 - 22:07
    They started asking me questions
    like they noticed, and they were
  • 22:07 - 22:09
    like so where are
    you from, you know?
  • 22:09 - 22:11
    And I was like I'm Iranian.
  • 22:11 - 22:13
    Oh, we know this Middle
    Eastern transgender girl,
  • 22:13 - 22:15
    do you know her?
  • 22:15 - 22:16
    And I was like no.
  • 22:16 - 22:21
    So my definition of cultural
    humility is to be open
  • 22:22 - 22:25
    to learning all the time.
  • 22:26 - 22:30
    So what I want from you guys is
    to go around, introduce yourself
  • 22:30 - 22:33
    and tell us what cultural
    humility means to you.
  • 22:33 - 22:35
    >> I first became passionate
    about cultural humility
  • 22:35 - 22:38
    as an undergraduate
    student I was interning
  • 22:38 - 22:39
    with an organization.
  • 22:39 - 22:44
    And they were holding a
    cultural competency training
  • 22:44 - 22:46
    for Pacific Islanders
    and working
  • 22:46 - 22:47
    with Pacific Islander
    communities.
  • 22:47 - 22:50
    And as a biracial Pacific
    Islander woman I was really
  • 22:50 - 22:54
    excited and anxious to attend
    the training and to really learn
  • 22:54 - 22:57
    about the material that was
    going to be sort of discussed
  • 22:57 - 23:00
    and how others were going
    to learn, myself included,
  • 23:01 - 23:04
    about Pacific Island culture and
    working with Pacific Islanders
  • 23:04 - 23:06
    around health issues that were
    important to the community.
  • 23:07 - 23:11
    And I think after attending the
    training I realized there was a
  • 23:11 - 23:14
    sense of achievement
    and completion
  • 23:14 - 23:15
    for those who participated.
  • 23:15 - 23:19
    And I then was introduced
    to cultural humility
  • 23:19 - 23:21
    as an undergraduate
    student in the class,
  • 23:21 - 23:23
    just so happened
    around the same time.
  • 23:23 - 23:27
    And I realized that a sense of
    achievement and accomplishment
  • 23:27 - 23:30
    and competence and understanding
    sort of limits your learning.
  • 23:30 - 23:34
    >> I can't really tell you what
    cultural humility means to me.
  • 23:34 - 23:37
    I feel like I practice
    it and that's how I know.
  • 23:37 - 23:40
    The one thing that I think about
  • 23:40 - 23:44
    or that I can practice is
    cultural humility is --
  • 23:44 - 23:48
    Poder hablar el idioma en el que soy
  • 23:48 - 23:50
    en el que me puedo expresar mejor, y
  • 23:50 - 23:52
    El idioma donde encuentro palabras
  • 23:52 - 23:55
    de poder contarle a alguien
  • 23:55 - 23:57
    exactamente como me estoy sintiendo.
  • 23:57 - 24:00
    >> Coming from a background
    in science and coming
  • 24:00 - 24:04
    into public health and not
    ever hearing cultural humility
  • 24:04 - 24:07
    in the sciences was
    very telling for me.
  • 24:07 - 24:11
    Because culture is
    something that's emphasized,
  • 24:11 - 24:14
    it's not something that's
    talked about in a relevant way.
  • 24:14 - 24:19
    There have always been
    very clear barriers present
  • 24:19 - 24:21
    for particular minorities
    in science.
  • 24:21 - 24:23
    You can see it when you're
    in the science classes.
  • 24:23 - 24:26
    You can see it when
    you're in study groups.
  • 24:26 - 24:28
    You can see it when you're
    looking at your professors.
  • 24:29 - 24:31
    And I'm not just talking
    about racial minorities.
  • 24:31 - 24:34
    I'm talking about a lot of
    under represented minorities
  • 24:34 - 24:37
    in the sciences,
    like race is a factor
  • 24:37 - 24:39
    but gender, sexual orientation.
  • 24:39 - 24:43
    >> I learned cultural
    humility in two places,
  • 24:44 - 24:47
    by my own culture being
    Cambodian and Southeast Asian.
  • 24:48 - 24:50
    Not knowing anything about
    it my folks roasting me
  • 24:50 - 24:52
    about I'm not speaking well.
  • 24:53 - 24:57
    And then after going to
    college and learning about it
  • 24:57 - 25:00
    in anthropology and
    interviewing my parents
  • 25:01 - 25:04
    about their experience
    it opened my eyes.
  • 25:04 - 25:09
    >> One of the things that I
    have learned in the past couple
  • 25:09 - 25:13
    of years I want to say is just
    listening to what I'm saying.
  • 25:13 - 25:16
    And I mean like seriously
    listening to what I'm saying.
  • 25:16 - 25:20
    And one of the things that I
    have learned to listen to is
  • 25:20 - 25:25
    when I say I, I believe this,
    I do this, and listen how
  • 25:25 - 25:28
    that is very different
    from the we.
  • 25:28 - 25:32
    We I hear a lot in the
    news, we Americans, right?
  • 25:33 - 25:36
    Like we, who is the
    we speaking about.
  • 25:36 - 25:40
    It's to think about and listen
    to when we use the I and the we.
  • 25:40 - 25:43
    >> Growing up I was like
    always interested in culture
  • 25:43 - 25:47
    and other religions and just
    really learning about things
  • 25:47 - 25:48
    from other backgrounds.
  • 25:49 - 25:53
    And so I just figured that
    made my culturally humble
  • 25:54 - 25:56
    because I had an interest.
  • 25:56 - 26:01
    And so after studying a year in
    West Africa I came back like,
  • 26:01 - 26:04
    oh my God, I don't know
    anything, I don't know anything
  • 26:04 - 26:07
    about Black people, I don't
    know anything about Africans.
  • 26:07 - 26:09
    I mean it just list
    shifted my world.
  • 26:13 - 26:19
    >> Peace. I think when I am
    sitting in a place of humility
  • 26:19 - 26:25
    that there's a quiet and a
    spaciousness and an okayness
  • 26:25 - 26:30
    and ease that is just
    close to peace with being
  • 26:30 - 26:33
    with another person
    that I can imagine.
  • 26:35 - 26:36
    >> If I have to think about it
  • 26:36 - 26:41
    as a road then I think I would
    think about I would think
  • 26:41 - 26:43
    about it as a road that spirals.
  • 26:48 - 26:52
    And a spiral actually doesn't
    -- to me in a dance context,
  • 26:52 - 26:55
    a spiral that comes up
    has to come down as well.
  • 26:55 - 26:56
    It's sort of a continuous loop.
  • 26:58 - 27:02
    And along the continuous
    loop many things happen
  • 27:02 - 27:04
    and many forces may
    change the shape of it
  • 27:05 - 27:07
    or the depth and reach of it.
  • 27:07 - 27:10
    >> Cultural humility is
    definitely a journey for me,
  • 27:10 - 27:12
    and it's definitely a journey
    that I know there's going
  • 27:12 - 27:15
    to be come challenges
    and I'm ready for those.
  • 27:15 - 27:19
    And I know every challenge
    I'm going to learn from.
  • 27:19 - 27:25
    And I think it's a process that
    I have to go through every day
  • 27:25 - 27:26
    and that I'm okay
    with going through.
  • 27:26 - 27:28
    And it actually makes
    me stronger and smarter
  • 27:29 - 27:34
    and I hope wiser
    than I was yesterday.
  • 27:35 - 29:22
    [ Music ]
標題:
Cultural Humility (complete)
描述:

"Cultural Humility: People, Principles and Practices," is a 30-minute documentary by San Francisco State professor Vivian Chávez, that mixes poetry with music, interviews, archival footage, and images of community, nature and dance to explain what Cultural Humility is and why we need it. The film describes a set of principles that guide the thinking, behavior and actions of individuals and institutions to positively affect interpersonal relationships as well as systems change. These principles are:
• Lifelong learning and critical self-reflection
• Recognizing and changing power imbalances
• Developing institutional accountability

More than a concept, Cultural Humility is a process of communal reflection to analyze the root causes of suffering and create a broader, more inclusive view of the world. Originally developed by Doctors Melanie Tervalon and Jann Murray-Garcia (1998) to address health disparities and institutional inequities in medicine, Cultural Humility is now used in public health, social work, education, and non-profit management. It is a daily practice for people who deal with hierarchical relationships, changing organizational policy and building relationships based on trust.

The film tells stories of successes and challenges, and the road in between for those working to develop partnerships among community members, practitioners and academics. It encourages us to realize our power, privilege and prejudices, and be willing to accept that acquired education and credentials alone are insufficient to address social inequality. The first segment introduces Cultural Humility and features interviews with Melanie Tervalon and Jann Murray-Garcia. The second clip offers the context and setting, poetry readings by San Francisco State public health students and an analysis of privilege and power. The third segment is about Community Based Participatory Research and Education; it features the work of the Chinese Progressive Association academic partners and critical educators/students. The last segment brings closure with a reflection on peace, embodied images of nature and a quote by Audre Lorde.

Audiences who might find this documentary helpful include professionals, students, providers, organizers and policy makers in public health, social work, medicine, psychology, nursing, education and more.

M. Tervalon, J. Murray-Garcia (1998). Cultural humility versus cultural competence: a critical distinction in defining physician training outcomes in multicultural education, Journal of health care for the poor and underserved, Vol. 9, No. 2. (May 1998), pp. 117-125.

Vivian Chavez © 2012, Creative Commons license: Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0) http://creativecommons.org/licenses/by-ncnd/3.0/http://creativecommons.org/licenses/by-nc-nd/3.0/

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Video Language:
English
Duration:
29:29

English subtitles

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