One inherent assumption in many of the definitions about cultural competence, is that we are to teach, learn, understand other cultures so that we know how to work with them. The issue begins with this “we.” Who is the “we?” An issue with cultural competence is the assumption that workers need training to work with the “other” or policies need grooming to make them cultural sensitive to be acceptable to all. This “othering” is problematic for me. This “othering” is similar to the concept of stigmatization. By placing separate efforts/classes/trainings in cultural competency, we are stigmatizing the work with different population groups.
It makes me think about how unwelcoming professions, classes, and work places must be to these “others” if we have special classes and training on how to work with THEM. According to Link and Phelan, “labeled persons are placed in distinct categories to separate ‘us’ from ‘them'” which is what we are doing by creating separateness in teaching cultural competency.
It is well understood that the focus on cultural competence is to bring attention to the historical lack of focus on anything other than white, middle-class, male values in order to serve a wider population in the most effective and pertinent manner. However, when we teach how to work with the other, I wonder if we are teaching that others do not belong. So, my question is how do we incorporate all types of diversity throughout our education in order to prevent “othering?” Not specific classes on cultural competence or diversity, but inherently and explicitly acknowledge in all practice, methods, and research classes the differences and similarities in working with a broad or distinct population. The prevention of “othering” groups may increase the inclusion of more diversity within the professions which will continue to increase the mainstreaming of cultural competencies in general education and training.