Cultural Competence

The credentialing debate that erupted across Black digital communities in response to a 2026 Ebony wellness feature has catalyzed a long-overdue examination of whether Western clinical psychology, as an institutional framework, possesses the epistemic architecture necessary to address wounds that Western institutional power itself produced. This paper investigates the structural, historical, and phenomenological dimensions of that question through the lens of Africana phenomenology, integrating the author's SHOCK Method™ framework. Drawing upon Fanonian phenomenology, Du Boisian double consciousness theory, Joyce DeGruy's Post-Traumatic Slave Syndrome framework, and the neuroscientific literature on epigenetic trauma transmission, this study argues that licensure-while necessary for clinical practice-is categorically insufficient as a standard of healing authority for Black people when stripped of cultural competence, historical grounding, and spiritual accountability. The significance of this research lies in its contribution to expanding the epistemic boundaries of mental health discourse as it pertains to African-descended communities, and to formalizing an integrative model of healing accountability that honors the full complexity of Black psychological, neurobiological, and spiritual experience. Findings indicate that the institutional history of American psychology, LICENSED BUT NOT SUFFICIENT 2 including the American Psychological Association's 129-year delay in formally acknowledging its role in systemic racism, constitutes a structural betrayal that rationally informs Black skepticism of credentialed authority. The paper concludes by articulating a culturally grounded standard of healing competence that transcends the credential paradigm while refusing to abandon rigorous accountability.

The increasing cultural diversity of contemporary societies poses significant challenges for nursing practice, particularly in addressing the health and illness needs of patients from varied cultural backgrounds. Building on Paola Dusi's concept of "recognizing the other to provide care," this study emphasizes that cultural competence in healthcare goes beyond knowledge of different cultures, encompassing the understanding and acceptance of individuals in their irreducible uniqueness.

This study examines how the climate change agenda can be decolonised to ensure fairer representation of the Global South within Low-Carbon Development (LCD) discourse, with specific reference to Nigeria. The study is situated within growing debates concerning climate justice, coloniality,
environmental governance, and the unequal distribution of power within contemporary climate governance frameworks. While Low-Carbon Development has increasingly emerged as a dominant global strategy for addressing climate change, there remains a notable deficit in the participation and influence of Global South countries in climate governance decision-making. Consequently, many Global South states participate primarily by implementing agreed mitigation targets and
governance frameworks rather than by being equally involved in shaping the climate agenda itself.

The study, therefore, interrogates the ideological, epistemological, and institutional obstacles that hinder the decolonisation of climate governance and Low-Carbon Development discourse. A conceptual framework for the analysis was developed, drawing primarily on Bachrach and Baratz’s (1962) two faces of power and Grosfoguel’s conception of decolonisation. The study adopted a qualitative secondary-data approach using theoretical thematic analysis. Three core climate governance documents were analysed: the Paris Agreement; the IPCC Sixth Assessment Report (AR6) on mitigation and Low-Carbon Development; and Nigeria’s Long-Term Low Emissions Development Strategy (LT-LEDS).

The findings suggest that contemporary climate governance is strongly shaped by technocratic governance frameworks, positivist epistemologies, developmentalist assumptions, and institutional structures that privilege measurable mitigation pathways, scientific expertise, and globally standardised development models. The analysed documents consistently frame climate change in terms of emissions accountability, institutional coordination, policy regulation, and technological transition. While these
approaches provide important mechanisms for climate mitigation and sustainability, the study argues that they may insufficiently engage with historical inequalities, indigenous ecological knowledge systems, and the developmental realities facing many societies in the Global South.

The study further demonstrates that decolonising the climate change agenda requires greater epistemological plurality, stronger inclusion of indigenous and local knowledge systems, and more participatory and context-sensitive approaches to climate governance. It concludes that fairer representation for the Global South requires not only participation within existing governance institutions but also critical engagement with the ideological and institutional assumptions underpinning contemporary climate governance. The study, therefore, recommends greater openness to multiple systems of knowledge production within climate governance and proposes strengthening locally grounded climate research and policy capacity in Nigeria through more inclusive and decolonial approaches.

Introduction: This study examines how teachers perceive the role of digital technologies in learning about interpersonal and intergroup empathy within an online Teachers' Professional Development (TPD) program. Despite increasing attention to social-emotional learning (SEL), limited research has explored how online professional development environments may support teachers' learning about empathy-related processes in increasingly digital educational contexts.Methods: This qualitative study analyzed written reflections from 34 teachers collected during a ten-session online TPD program that integrated multiple instructional tools, including lectures, videos, academic readings, games, reflective discussion forums, and selected AI-related activities such as an AI-generated podcast and podcast creation. Data were analyzed using inductive thematic analysis.Results: Four central themes were identified: the role of technology in learning about empathy; teachers' perceptions of their role in fostering empathy; reported learning processes and new insights; and additional personal and professional processes emerging from participation. Participants experienced multimodal, technology-supported learning as facilitating both conceptual understanding and emotional reflection related to empathy. Teachers also reported increased awareness of their pedagogical role alongside recognition of the challenges, limits, and complexities of fostering intergroup empathy in socially divided contexts.Discussion: The findings highlight the potential of structured and reflective online TPD environments to support teachers' learning about empathy-related concepts and processes. The study also offers practical insights for the design of technology-enhanced professional development in diverse educational contexts.

As classrooms become increasingly diverse, English language teachers are challenged to provide instruction that acknowledges and values learners' cultural identities, experiences, and linguistic backgrounds. Culturally Responsive English Language Teaching (CRELT) has emerged as an important pedagogical approach that promotes equity, inclusion, learner engagement, and meaningful language learning. Despite growing interest in culturally responsive practices, studies report varying findings regarding its implementation, effectiveness, and challenges in English language classrooms. This systematic literature review synthesizes existing research related to Culturally Responsive English Language Teaching. The review utilized scholarly databases and search engines including Google Scholar, ERIC, ResearchGate, and academic journals. A total of 10 scholarly sources published between 2020 and 2026 were reviewed following established inclusion and exclusion criteria. Thematic analysis revealed four major themes: (1) culturally responsive teaching enhances language learning and student engagement; (2) culturally responsive pedagogy promotes intercultural competence and inclusion; (3) teachers play a central role in implementing culturally responsive English language instruction; and (4) challenges affecting the implementation of culturally responsive teaching. Findings indicate that culturally responsive English language teaching improves student participation, motivation, intercultural awareness, and language achievement. However, effective implementation requires teacher preparation, institutional support, and culturally relevant instructional resources.

This study explores the efficacy of Kotter's eight-step change model in fostering intercultural competence among faculty and staff within a large Midwestern public university. Recognizing the need for intercultural development in higher education, this research applies a structured change framework coupled with the Intercultural Development Inventory (IDI) assessment tool to guide the change process. The development of intercultural competence among faculty and staff is crucial for creating inclusive learning environments, as they play a pivotal role in modeling intercultural competence and fostering students' skills necessary to navigate an increasingly diverse and interconnected world. This study employs an instrumental case study design, utilizing interviews, document analysis, and Intercultural Development Inventory (IDI) assessments to examine the change process over a three-year period. The findings demonstrate how each step of Kotter's model was successfully adapted to drive organizational change and enhance intercultural competence among 639 faculty and staff members across 11 departments in the College of Agriculture. This study highlights the importance of creating a shared vision, empowering stakeholders, and anchoring changes in the institution's culture and emphasizes the pivotal role of structured change management in achieving substantive improvements in intercultural learning environments. The insights and strategies presented can serve as a foundation for other higher education institutions seeking to implement similar initiatives and foster inclusive learning environments.

Introduction: Delivering nursing care in intensive care units has numerous challenges, one of which pertains to cultural concerns. Cultural views of nurses can obstruct the provision of holistic nursing care. This study seeks to identify characteristics related to views of cultural competency among ICU nurses. Methods: This study employed a descriptive-analytic strategy utilizing a cross-sectional approach. The study sample consisted of 208 respondents, chosen using purposive sampling. Data were collected via a questionnaire and analyzed through binomial logistic regression at a significance level of p<0.05. Results: The perception of cultural competence among ICU nurses was significantly connected with age (p = 0.008), gender (p=0.038), and both career and competency level (p=0.031). Perceptions of cultural competency among ICU nurses were often inadequate. Gender was the predominant variable. Conclusions: ICU nurses with a positive sense of cultural competency influence the enhancement of nursing care implementation and quality.

The article explores the experiences and challenges faced by non-binary people in workplace environments. Non-binarity refers to gender identities that transcend the male-female binary, challenging the structural cisnormative norms of society. It is estimated that 1.19% of the Brazilian population identifies as non-binary, representing about 2.4 million people. Globally, this number may reach 160 million. The exclusion faced by these individuals in the labor market is exacerbated by organizational practices based on a binary view of gender. Norms such as bathroom segregation, promotions, and dress code policies perpetuate the marginalization of non-binary people. Furthermore, the organizational literature still pays little attention to their experiences and challenges. Thus, the study adopts Queer Theory and the notion of gender performativity to critically analyze the existing literature and discuss forms of inclusion. The review found 17 articles addressing the topic, highlighting the marginalization of these people and the lack of inclusive policies in global organizations. The research suggests that companies should promote training on gender diversity and reconsider diversity management in the workplace. The review points to the need for further studies investigating how exorsexism manifests in the corporate environment and the legal implications of the omission of gender discrimination.

This paper explores the critical role, experience, and wisdom of traditional healers in providing culturally-safe dementia care for Indigenous populations in North America, particularly as the prevalence of dementia in these communities continues to rise. It highlights the varying perceptions of dementia across cultures; for instance, while Western medicine often views it as a disease, many Indigenous cultures interpret it as a spiritual transition within the life cycle. A literature review conducted from 2000 to 2025 indicates that the marginalization of traditional healers within formal healthcare systems significantly hinders the delivery of culturally sensitive dementia care. Community-led models illustrate that the integration of traditional healing methods with contemporary practices is vital for offering respectful care to Indigenous people living with dementia. These models are grounded in concepts such as co-design, relational accountability, and “Two-Eyed Seeing,” which establish traditional healers as crucial partners in the care process. The World Health Organization (WHO) formally recognized traditional healers as “community stakeholders” for dementia care and prevention globally. However, without the engagement and empowerment of traditional healers in the screening and diagnosis process of dementia, the implementation of the WHO Global Action Plan (2017–2025) on the public health response to dementia will be hindered, as these traditional healers are essential community stakeholders and allied partners for dementia care and prevention worldwide. The paper advocates for systemic reforms to support traditional healers and promote Indigenous self-determination in dementia care and calls for the development of medical education specifically tailored for traditional healers to establish a biocultural dementia care model that encompasses community support systems, spiritual approaches, a dementia-friendly environment, language preferences, and Indigenous culture, including arts, sciences, and philosophy.

This paper discusses the perceptions of secondary school teachers in Bangladesh regarding the selection of English teaching materials. The opinions of Bangladeshi secondary school teachers about the choice of English teaching resources are covered in this essay. It gives a quick summary of how teachers feel about the resources used in the classroom. Ten secondary school teachers participated in targeted group talks to gather pertinent data. Based on their insightful observations, it can be said that more resource books are needed in Bangladesh's English teaching context to select appropriate teaching materials for improved instruction. The study discovered a strong link between academic achievement and instructional materials. Teachers also stressed the need for pedagogically aligned, culturally sensitive, and contextually suitable materials that can better meet the varied requirements of students. In order to improve the quality of instruction and lessen need on outside reference books that don't adequately aid learning, it was recommended that the textbook be enlarged.

This paper discusses the perceptions of secondary school teachers in Bangladesh regarding the selection of English teaching materials. The opinions of Bangladeshi secondary school teachers about the choice of English teaching resources are covered in this essay. It gives a quick summary of how teachers feel about the resources used in the classroom. Ten secondary school teachers participated in targeted group talks to gather pertinent data. Based on their insightful observations, it can be said that more resource books are needed in Bangladesh's English teaching context to select appropriate teaching materials for improved instruction. The study discovered a strong link between academic achievement and instructional materials. Teachers also stressed the need for pedagogically aligned, culturally sensitive, and contextually suitable materials that can better meet the varied requirements of students. In order to improve the quality of instruction and lessen need on outside reference books that don't adequately aid learning, it was recommended that the textbook be enlarged.

Social skills are crucial to the personal development and academic success of elementary school students. Through competencies such as empathy, conflict resolution, leadership, and selfesteem, students learn to interact effectively and adapt to diverse social situations. However, the manifestation of these skills can be conditioned by factors such as race, ethnicity, or religion of the students, as well as by the environment in which they live. Therefore, it is vitally important to actively promote these skills within the school environment to ensure healthy growth and a successful future in society. In this context, the research focuses on the analysis of the social skills of intercultural students in Andalusia. Specifically, we investigated whether the White race, Castilian ethnicity, and Christian religion have any influence on these skills. To meet this objective, a quasi-experimental design was used with a non-probabilistic purposive sampling that included a sample of N = 803 intercultural students aged 6 to 12 years from schools in all Andalusian provinces. The results indicate that students of predominantly White, Castilian ethnicity, and Christian religion exhibit greater social skills compared to those of Gypsy ethnicity, Islamic religion, or no religious affiliation. These findings underscore the significant influence that culture and social environment exert on the development of social skills, which are fundamental for facilitating integration and promoting peaceful coexistence among different cultural groups.

This article discusses about the importance of awareness of cultural competence among Occupational Therapy Intern; in order to ensure optimal quality of client centred practise. This explorative qualitative study was carried out with an aim to explore occupational therapy intern’s perceptions & experiences about cultural competence during patient care in a tertiary care hospital. The study was conducted on 23 interns from 4 different occupational therapy colleges in Mumbai through Focus Group Discussions (FGD’S). The data from the FGD’s was transcribed by verbatim and analysed by thematic analysis technique. The results of the study indicated how aspects like language, gender & religion act as both enablers & barriers to client centred practise. Inclusion of texts relevant to Indian culture & practise, organising workshops & lectures for better understanding of cultural competence, were some of the suggestions made by participants.

Using anonymous online questionnaires, this exploratory cross-sectional study adopts a descriptive approach to analyse how intercultural competence (IC) is conceptualised, taught, and perceived by 125 medical educators in Spain. The findings indicate that formal IC training is limited and many educators rely on informal or experiential learning, which leads to conceptual ambiguity and raises doubts about whether IC can be systematically developed without clear pedagogical frameworks. Preparedness to teach IC is also uneven, resulting in inconsistent teaching practices and weak curricular integration. Although around half of the participants include IC-related content, it is usually addressed indirectly rather than through dedicated modules. Institutional support is perceived as insufficient, with key barriers including lack of teacher training, curriculum overload, and unclear priorities. Despite its relevance in diverse clinical contexts, collaboration with interpreters and intercultural mediators is rarely included in teaching. In sum, this paper highlights the need for clearer conceptual frameworks, more structured curricula, and stronger institutional commitment to IC in Spanish medical education to ensure culturally responsive and equitable healthcare.

This position paper outlines the areas of competence and learning outcomes of "The Graduating European Dentist" that specifically relate to patient-centred care. This approach is becoming increasingly prominent within the literature and within policy documents. Whilst working to an evidence base is critical, dentists must also be aware of the scientific basis that underpins the treatment they provide. The evaluation process, which supports treatment planning, also requires dentists to be able to listen, collate, and record pertinent information effectively. In addition, the ability to account for a patient's social, cultural and linguistic needs (cultural competence) will result in a practitioner who is able to treatment plan for patient-centred care.

Appel à contributions
Volume 10 Numéro 1- juin 2027 (20ème numéro)
Date limite de soumission des articles : 15 janvier 2027
Thématique du numéro :
Citoyenneté numérique et enseignement des langues étrangères : quelles configurations (socio)didactiques dans le monde d’aujourd’hui ? 

Coordination :
Souheila HEDID.
Université Frères Mentouri Constantine 1. Laboratoire RIDILCA. Université Lounici Ali. Blida 2. Algérie
Alain Laurent ABIA ABOA.
Université Félix Houphouët-Boigny de Cocody-Abidjan. Côte-d’Ivoire


Argumentaire
L’on sait depuis longtemps que la citoyenneté numérique renvoie à un exercice dynamique, conscient et moral dans l’univers numérique. L’usager participe à la vie d’une communauté en communiquant avec un réseau d’internautes. Il partage ainsi ses idées et multiplie ses méthodes d’appropriation et d’exploitation des connaissances. Dans cette perspective, la langue joue un rôle primordial. C’est la pierre angulaire et la base de toutes les interactions qui se tissent et qui se développent entre les participants. Les langues sont le moyen donné aux citoyens d’acquérir des compétences techniques et fonctionnelles nécessaires à l’intégration de cette communauté numérique tant dans la société que dans le domaine didactique. La publication proposée ici tente de mettre l’accent sur cette dimension en se focalisant sur les dernières formes et les derniers aspects (socio) didactiques de la relation de la citoyenneté numérique et des langues. 
La citoyenneté numérique se définit comme l'aptitude à manier de façon proactive, responsable, éthique et critique les outils numériques, tout en apportant une contribution positive aux communautés en ligne et hors ligne. Elle englobe la création, l'échange et la gestion d'actifs en ligne, ainsi que la sensibilisation à l'exactitude des informations et aux propos inacceptables, avec pour objectif de maintenir la dignité humaine dans un univers numérique en constante évolution.
Ce numéro va tenter de mettre l’accent sur cette dimension en abordant les axes suivants :   
1. Quelles modalités d’enseignement-apprentissage des langues étrangères pour la citoyenneté numérique dans l’école d’aujourd’hui ?
2. Comment appréhender (scientifiquement) la dimension linguistique de la ci-toyenneté numérique dans le monde d’aujourd’hui ?
3. Dans quelle mesure peut-on appréhender la dimension de la citoyenneté nu-mérique et celle de l’enseignement-apprentissage des langues étrangères ?
4. Quels dispositif de formation pour former les enseignants à l’ère du numé-rique ?
5. Comment préparer l’apprenant à pénétrer l’environnement (linguistique) nu-mérique en toute sécurité ? 
6. Quels sont les nouveaux enjeux linguistiques que peut engendrer l’usage de la technologie dans le secteur de l’éducation ?
7. Quelles transformations dans l’enseignement-apprentissage des langues étran-gères sont susceptibles d’être observées avec l’adoption du numérique dans l’école ?
D’autres pistes de réflexion, en rapport avec la problématique de la citoyenneté numérique, peuvent être proposées.
Calendrier
- 30 mai 2026 : Ouverture et diffusion de l’appel à contribution
- Soumission : https://asjp.cerist.dz/en/submission/843
- Feuille de style :https://asjp.cerist.dz/downloads/revues?fileKey=17628
- 15 juin 2026 au 15 septembre 2026 : Etape facultative : envoi d’un résumé (in-tention/projet d’écriture de l’article).   
- 15 janvier 2027 : Dernier délai pour la réception des textes
- 15 mars 2026 : date limite des notifications d'acceptation ou de refus aux au-teurs
- Juin 2027 (sauf imprévu) : publication du numéro
Modalités de contribution
La revue Action didactique ne publie que les articles rédigés en langue française et traitant de la didactique du français.
Les propositions de contribution, sous forme d’articles entiers, ayant entre 30 000 et 40 000 caractères, espaces compris, doivent être obligatoirement et exclusivement soumises par le site de la revue sur ASJP : https://www.asjp.cerist.dz/en/PresentationRevue/843 avant le 1er décembre 2023.
Elles doivent être accompagnées d’une bio-bibliographie succincte de l’auteur•e ou des auteur•e•s de l’article (Il est souhaitable que les auteur.e.s s’inspirent de la manière selon laquelle les présentations des auteurs s’effectuent habituellement pour Action didactique).
Les manuscrits doivent respecter la politique de publication, le protocole de rédaction et la feuille de style consultables sur le site de la revue. Les propositions doivent être originales sans la moindre violation des droits d’auteurs (plagiat).  Les auteurs doivent d’ailleurs signer et envoyer le contrat de publication par l’adresse action.didactique@univ-béjaia.dz 
Pour toute demande de renseignements supplémentaires, veuillez contacter les responsables de la revue par l’adresse : [email protected]
Références bibliographiques

Achour Yasmine. (2024). Médias sociaux et citoyenneté numérique comme enjeux dans la conception de l’enseignement-apprentissage oral du FLE chez des étudiants algériens. Ziglôbitha, Revue des Arts, Linguistique, Littérature & Civilisations Éditeur : Ziglôbitha, Université Peleforo Gon Coulibaly – Côte d’Ivoire. p 207-224. 
Callon, M., Lascoumes, P. et Barthe, Y. (2001). Agir dans un monde incertain : essai sur la démocratie technique. Seuil.
Denouël, J., Guichon, N. & Schneider E. (dirs.). Le numérique en éducation et formation. Approches critiques (pp. 85-115). Presses des Mines.
Dubigeon, Y. (2024). L’éducation populaire : Quel(s) projet(s) politique(s). Pratiques pédagogiques de l’éducation populaire : Histoires et actualités d’un projet politique. Faculté d’éducation de l’Université de Montpellier.  (Conférence)
Gahar S. 2018. Quelle Citoyenneté Et Quelle Interculturalité Pour La Jeunesse Algérienne : Une Citoyenneté Et Une Interculturalité Numériques ? Volume 29, Numéro 4, Pages 207-213. Revue Des Sciences Humaines
Granjon, F. (2022). Classes populaires et usages de l’informatique connectée. Des inégalités sociales-numériques. Presses des Mines.
Parent, S. (2026). Analyse de la distribution et de la reconfiguration des dimensions de la compétence numérique dans des progressions des apprentissages conçues pour le niveau primaire. Revue hybride de l'éducation, 10(1), 1–39. https://doi.org/10.1522/rhe.v10i1.1983
Selwyn, N. (2022). Education and Technology: Key Issues and Debates (3e éd.). Bloomsbury Academic.
DOI : 10.5040/9781350145573
Tadlaoui-Brahmi, A., Alvarez, L., & Buttier, J.-C. (2023). Vers un modèle théorique interdisciplinaire de Didactique d’Éducation à la Citoyenneté numérique. Swiss Journal of Educational Research, 45(1), 27-39.
Tadlaoui-Brahmi, A. (2025). La reproduction des inégalités de sexe et les pratiques différenciatrices en éducation à la citoyenneté numérique : une étude empirique. Mesure et évaluation en éducation, 48(1), 96–118. https://doi.org/10.7202/1124317
Talbi Sidi M. & Mouazer M. (2023). La culture de la pédagogie numérique à l’université de Chlef : les étudiants de la 3e année langue française.  Akofena, revue scientifique des Sciences du Langage, Lettres, Langues & Communication, 3(9), 227-240.

This paper describes the enhancement of cultural competence through trans-Atlantic rural community experiences of European and Canadian nursing students using critical incident technique (CIT) as the students' reflective writing method. The data generated from 48 students' recordings about 134 critical incidents over a 2-year project were analysed by qualitative content analysis. Five main learning categories were identified as: cross-cultural ethical issues; cultural and social differences; health-care inequalities; population health concerns; and personal and professional awareness. Four emergent cultural perspectives for the health sector that became apparent from the reflections were: health promotion realm; sensitivity to social and cultural aspects of people's lives; channels between the health sector and society; cultural language and stories of local people. CIT was successfully used to foster European and Canadian undergraduate students' cultural reflections resulting in considerations and suggestions for future endeavours to enhance cultural competence in nursing education.

Purpose To examine the ways in which culture is conceptualized in faculty development (FD) in the health professions. Method The authors searched PubMed, Web of Science, ERIC, and CINAHL, as well as the reference lists of identified publications, for articles on culture and FD published between 2006 and 2018. Based on inclusion criteria developed iteratively, they screened all articles. A total of 955 articles were identified, 100 were included in the full-text screen, and 70 met the inclusion criteria. Descriptive and thematic analyses of data extracted from the included articles were conducted. Results The articles emanated from 20 countries; primarily focused on teaching and learning, cultural competence, and career development; and frequently included multidisciplinary groups of health professionals. Only 1 article evaluated the cultural relevance of an FD program. The thematic analysis yielded 3 main themes: culture was frequently mentioned but not explicated; culture centered ...

Is someone's identity a social construct superimposed on an individual by a wider society, or is it formed intersubjectively at the interface of belonging and acceptance within a specific group? This question lies at the heart of communication problems between Deaf people who identify as carriers of a unique Deaf culture and those hearing people who regard deafness merely as a disability and a defect that needs to be corrected. As a result, some Deaf people reject the oppression by the ableist society to the point of choosing to have separate social lives as a cultural and linguistic minority. However, the lack of understanding and trust has disastrous consequences when D/deaf people communicate with hearing caregivers in a healthcare setting. With healthcare professionals demonstrating low deaf awareness, patients find it hard to make appointments, explain their symptoms to the doctor and acquire relevant health information. This paper investigates communication failures in the UK healthcare system, considering them part of a bigger problem whereby society fails to recognise the needs of Deaf people and respect them as culturally and linguistically different.

LEADING WITH OUR HUMANITY, ELEVATING OUR COMMUNITIES THROUGH GENDER EQUITY AND SOCIAL INCLUSION is a cross-genre learning volume that explores how Gender Equity and Social Inclusion (GESI) can be operationalized as a practical pathway to justice-centered development and accountability. Drawing on the author’s leadership experience within the MacArthur Foundation’s Nigeria Program, the book weaves personal narrative, institutional reflection, and qualitative research to examine how programs can more deliberately center people, particularly those furthest from power. Taking insights from grantee-partners, policymakers, and practitioners, as well as reflections from high-level policy spaces, the volume documents how GESI was applied not as a thematic add-on, but as a value, an approach, and a set of outcomes shaping grantmaking, partnerships, team culture, and learning processes.  At once reflective and analytical, Leading with Our Humanity is intentionally human. It argues that sustainable social change depends as much on empathy, trust, and shared power as on technical solutions. It is a timely contribution for donors, development practitioners, policymakers, scholars, and leaders seeking to build inclusive institutions and advance justice in complex contexts.

According to the 2010 U.S. census, approximately 9 million individuals report multiracial identities. By the year 2050, as many as one in five Americans could claim a multiracial background. Despite this population growth, a review of recent empirical and theoretical literature in social work suggests a disproportionate lack of attention to issues of multiraciality. Instead, social work practice models remain embedded in traditional societal discourses of race and culture that often exclude or marginalize the experiences of multiracial individuals and families. This article summarizes recommendations following the domains of awareness, knowledge, and skills in the NASW Standards for Cultural Competence in Social Work Practice to support culturally attuned social work practice with multiracial people. The authors argue that a culturally attuned practice approach-one that is inclusive of multiraciality-is not only timely, but also consistent with the profession's ethical obligation to provide culturally relevant services to all consumers and clients.

This article provides classroom examples and commentaries for extending and deepening culturally relevant science teaching efforts in classrooms.  It examines instructional efforts used by one of the authors with high school and university students.  Together, the three authors rethink and reconsider several aspects against a culturally relevant pedagogical backdrop. The commentary points out considerations for focusing on student achievement, cultural competence, and critical and sociopolitical consciousness.  The necessity and difficulty of centering culture, equity, and power relations are emphasized.

As part of the Genesee County, Michigan, REACH 2010 initiative, a new course, Cultural Competence in Health Care, was developed at the University of Michigan-Flint. The objective of this course is to improve the cultural competence of future health and human service providers and to reduce persistent racial and ethnic health disparities. This article describes the course and the important role that REACH 2010 partners played in its development and implementation. Course materials, methods, and student feedback are summarized, along with lessons learned.

Vulnerable refugee communities are disproportionately affected by the ongoing COVID-19 pandemic; existing longstanding health inequity in these communities is exacerbated by ineffective risk communication practices about COVID-19. Culturally and linguistically appropriate health communication following health literacy guidelines is needed to dispel cultural myths, social stigma, misinformation, and disinformation. For refugee communities, the physical, mental, and social-related consequences of displacement further complicate understanding of risk communication practices grounded in a Western cultural ethos. We present a case study of Clarkston, Georgia, the ''most diverse square mile in America,'' where half the population is foreign born and majority refugee. Supporting marginalized communities in times of risk will require a multipronged, systemic approach to health communication including: (1) creating a task force of local leaders and community members to deal with emergent issues; (2) expanding English-language education and support for refugees; (3) including refugee perspectives on risk, health, and wellness into risk communication messaging; (4) improving cultural competence and health literacy training for community leaders and healthcare providers; and (5) supporting community health workers. Finally, better prepared public health programs, including partnerships with trusted community organizations and leadership, can ensure that appropriate and supportive risk communication and health education and promotion are in place long before the next emergency.

Vulnerable refugee communities are disproportionately affected by the ongoing COVID-19 pandemic; existing longstanding health inequity in these communities is exacerbated by ineffective risk communication practices about COVID-19. Culturally and linguistically appropriate health communication following health literacy guidelines is needed to dispel cultural myths, social stigma, misinformation, and disinformation. For refugee communities, the physical, mental, and social-related consequences of displacement further complicate understanding of risk communication practices grounded in a Western cultural ethos. We present a case study of Clarkston, Georgia, the ''most diverse square mile in America,'' where half the population is foreign born and majority refugee. Supporting marginalized communities in times of risk will require a multipronged, systemic approach to health communication including: (1) creating a task force of local leaders and community members to deal with emergent issues; (2) expanding English-language education and support for refugees; (3) including refugee perspectives on risk, health, and wellness into risk communication messaging; (4) improving cultural competence and health literacy training for community leaders and healthcare providers; and (5) supporting community health workers. Finally, better prepared public health programs, including partnerships with trusted community organizations and leadership, can ensure that appropriate and supportive risk communication and health education and promotion are in place long before the next emergency.