Transitioning from a Model of Cultural Competency toward an Inclusive Pedagogy of “Racial Competency” Using Critical Race Theory
Erica L. Campbell

The United States continues to transform into a diverse multi-racial and multi-ethnic society in which variables such as race, ethnicity and culture are both relevant and pressing variables to integrate and examine within pedagogies of education, practice and research. Fields of study such as social work, nursing, psychology, black studies, women’s and gender studies and the medical field amongst many others have constructed educational missions and professional agendas recognizing the importance of valuing cultural and racial diversity, along with addressing the needs of marginalized communities, and justly and fairly serving racial and ethnic populations. Largely, social work, nursing, psychology, healthcare and nursing fields have adapted the Cultural Competency Model as a dominant paradigm to advance the cultural competency amongst educators, practitioners and researchers. The Cultural Competency Model highlights several standards essential for producing a framework that better serves and understands individuals of differing cultural backgrounds and identities. A few standards of the Cultural Competency Model includes: ethics and values, cultural awareness, cultural knowledge, cultural skills, service delivery, empowerment and advocacy, diverse workforce, professional education, language diversity, and cultural leadership (NASW, 2001). It is important to note the aforementioned standards are vital components of the Cultural Competency Model, however much of cultural competency pedagogy within the fields of social work, nursing, psychology and healthcare emphasizes a model highlighting cultural knowledge, cultural skills and cultural awareness.

Full Text: PDF     DOI: 10.15640/jswhr.v3n1a2