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JCPSLP

Volume 18, Number 3 2016

143

References

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(2011).

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delivery

. Retrieved from

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American Speech-Language and Hearing Association

(ASHA) Board of Ethics (2013).

Cultural and linguistic

competence

[Issues in ethics]. Retrieved from http://www.

asha.org/Practice/ethics/

Barrett, H. (2013).

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C. (2014). Ethical concerns in voluntourism in speech-

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Papadopolous, I., Tilki, M., & Taylor, G. (1998).

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Royal College of Speech and Language Therapists

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Reference framework underpinning

relevant, responsive and effective services both at home

and overseas, a wider recognition of the need for cultural

competence to be grounded in the concept of humility

needs to be a common and central concern of speech-

language pathology governing bodies, training institutions,

service providers. Ultimately, it needs to be championed by

individual members of the profession.

It is vital that the speech-language pathologists

contributing to service development in the majority world

reflect upon both their motivations and their ability to

provide appropriate input that is sensitive to the needs of

local service users and providers (Hickey et al., 2014). Thus,

practitioners need to reflect upon some widely accepted

personal and professional cultural beliefs and be led by

local partners to reach workable and realistic solutions

to the challenges that they identify. Participatory and

emancipatory research is therefore necessary to expound

the needs of people with communication disabilities in

different contexts, and what they, and their communities,

feel is the most appropriate way forward to address those

needs.

Conclusion

As global mobility increases, it has never been so important

to look beyond our own cultural reference points and adopt

an attitude of open-minded and continuous learning about

others. As societies are becoming increasingly multicultural,

awareness, knowledge, skills and sensitivity towards others

are essential in speech-language pathology practice.

However, the profession must ask if the current

conceptualisations of cultural competence adequately

represent the multidirectional interaction between all of the

professional attributes required to work effectively with

people from cultures vastly different from our own.

Ensuring appropriate training on cultural competence on

speech-language pathology courses is an important step

towards increasing trainees’ awareness and knowledge

about cultural diversity and its implications for effective

clinical practice. However, sensitivity and skills come with

experience and, arguably, the multifaceted dimensions of

cultural competence are governed by an individual’s ability

to demonstrate cultural humility and by their own attitudes.

Essentially, the onus lies with individuals to embrace

diversity in both their personal and professional lives,

critically appraise themselves and their practice, accept the

unease that comes with stepping outside their comfort-

zone with people from other cultures (Walters, 2015), and

actively seek to develop their own interpretation of the term

cultural competence.

1 Training courses are in place in Uganda, Kenya and Tanzania

and under development in Rwanda.

2 Shalmani (2015) states:

“The term ‘Majority world’ highlights

the fact that the majority of the world’s population lives in these

parts of the world traditionally referred to as ‘developing’. The

term ‘Minority world’ is similarly used to refer to those countries

traditionally referred to as ‘developed’, where a minority of

the world’s population resides”

. The author recognises the

problematic nature of using a “two world’s approach” (Young,

2010), but has opted to use the above terms for clarity of

argument.

3 Identities can include age, ethnicity, gender, linguistic

background(s), national origin, religion, sexual orientation,

socioeconomic status (see ASHA, 2013; Papadopolous et al.

1998).

4 Whereby people seek to exchange knowledge and skills to

enhance each other’s practice