{"id":529,"date":"2024-08-29T21:15:29","date_gmt":"2024-08-30T01:15:29","guid":{"rendered":"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/?post_type=chapter&#038;p=529"},"modified":"2026-08-24T18:37:05","modified_gmt":"2026-08-24T22:37:05","slug":"5-2-anti-racism-education","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/chapter\/5-2-anti-racism-education\/","title":{"raw":"5.5: Anti-Racism Education","rendered":"5.5: Anti-Racism Education"},"content":{"raw":"<h1><strong>Curriculum Integration<\/strong><\/h1>\r\n<div class=\"textbox\" style=\"clear: both !important;overflow: hidden !important;background-color: #f5f5f5 !important;border: 1px solid #b0b0b0 !important;border-left: 5px solid #D21F1F !important;padding: 15px !important;margin: 0 0 20px 0 !important;border-radius: 4px !important\">\r\n<p style=\"margin: 0 !important;color: #1a1a1a !important\"><strong>Keyword:<\/strong> <a href=\"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/back-matter\/glossary\/\">Multicultural Education<\/a><\/p>\r\n\r\n<\/div>\r\nEducators should prioritize integrating EDI content into dietetics curricula. This involves evaluating and redeveloping intentional anti-racist student and staff recruitment practices and policies, incorporating topics such as <a href=\"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/back-matter\/glossary\/\">cultural competency<\/a>, social determinants of health, and anti-racism training into coursework to ensure students are equipped with the necessary knowledge and skills to address ABR in their practice. Inviting guest speakers from diverse backgrounds and incorporating diverse case studies can enhance students' learning experiences.\r\n\r\nWellington et al. (2021) emphasize that integrating experiences from equity-seeking students into dietetic education is crucial for fostering an inclusive learning environment. Their research highlights that dialogue and reflection on these experiences can reveal the systemic barriers and biases faced by students from marginalized backgrounds. By incorporating these perspectives into the curriculum, educators can better address the needs of all students and promote a more equitable and supportive educational environment.\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\" style=\"color: #242424\"><b>Video 5.6: <\/b>Researcher and Associate Professor Eric Ng, from Ontario, highlights the importance of starting <a href=\"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/back-matter\/glossary\/\" style=\"color: #242424 !important;text-decoration: underline !important\">anti-racism education<\/a> and the value of learning from shared experiences.<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n[embed]https:\/\/youtu.be\/5cusucG-H8Y[\/embed]\r\n\r\n<\/div>\r\n<\/div>\r\n<!-- ACCORDION 1: ABR TRAINING -->\r\n<h2><span class=\"s1\">ABR Training<\/span><\/h2>\r\nABR training involves structured educational programs designed to enhance understanding and skills related to Anti-Black Racism within dietetic practice. This includes workshops, seminars, and online courses that focus on anti-racism, cultural competence, and social justice. Training aims to improve awareness and provide practical tools for addressing racial disparities in dietetics (Public Health Agency of Canada, 2019).\r\n\r\n<details style=\"margin-bottom: 15px;border: 1px solid #ddd;padding: 10px;border-radius: 4px\"><summary style=\"font-weight: bold;cursor: pointer;color: #008000\">Expand ABR Training Core Focus Points<\/summary>\r\n<div style=\"margin-top: 10px;padding-left: 10px;border-left: 2px solid #008000\">\r\n\r\n<strong>Professional Development:<\/strong> Continuing education opportunities should be made available to RDs to enhance their understanding of ABR and its implications for dietetic practice. This may include workshops, seminars, or online courses focused on anti-racism, cultural competence, and social justice. Professional organizations can also provide resources and certifications in ABR training (Public Health Agency of Canada, 2019).\r\n\r\n<b>Case Studies and Role-Playing:<\/b> Incorporating case studies and role-playing exercises into ABR training can provide practical examples of how to navigate complex situations related to race and <a href=\"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/back-matter\/glossary\/\">ethnicity<\/a> in dietetic practice. These interactive learning experiences allow RDs to develop skills in addressing ABR in real-world scenarios. Facilitators should ensure that these exercises are based on real-life situations and include diverse perspectives (Public Health Agency of Canada, 2019).\r\n\r\n<\/div>\r\n<\/details><!-- ACCORDION 2: EDI -->\r\n<h2 class=\"p3\"><span class=\"s1\">Equity, Diversity and Inclusion<\/span><\/h2>\r\n<a href=\"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/back-matter\/glossary\/\">EDI<\/a> refers to principles and practices aimed at creating fair and inclusive environments by addressing and dismantling systemic biases and promoting diverse perspectives. Integrating EDI involves adopting policies and practices that respect and value individual differences, and actively working to eliminate barriers that marginalized groups face (Public Health Agency of Canada, 2019).\r\n\r\n<details style=\"margin-bottom: 15px;border: 1px solid #ddd;padding: 10px;border-radius: 4px\"><summary style=\"font-weight: bold;cursor: pointer;color: #008000\">Expand Practical Implementation Examples<\/summary>\r\n<div style=\"margin-top: 10px;padding-left: 10px;border-left: 2px solid #008000\">\r\n\r\nHere are a few simple examples of what this looks like in practice:\r\n<ol class=\"ol1\">\r\n \t<li class=\"li2\" style=\"margin-bottom: 10px\"><b>Show Respect for Individual Experiences, Perspectives, and Autonomy:<\/b> At a follow-up appointment, your client discloses they were unable to follow the care plan. They explain it is too costly to purchase fresh fruits and vegetables and lean proteins. You ask the client to share their eating, cooking, and food sourcing habits. By becoming familiar with their understanding of healthy eating, you can work with them to identify the foods and services they enjoy and have easy access to that will also meet healthy eating recommendations.<\/li>\r\n \t<li class=\"li2\" style=\"margin-bottom: 10px\"><b>Educate Yourself and Spread Awareness:<\/b> You notice the curriculum is centred around European eating practices. You want your nutrition care skills to be flexible in meeting the needs of diverse clients and begin researching cultural foods and practices. Once you have a foundation of knowledge, you share your concerns with one of your course instructors and ask that they incorporate diverse perspectives into the remaining course content.<\/li>\r\n \t<li class=\"li2\" style=\"margin-bottom: 10px\"><b>Speak Up When You See Prejudice and Unfair Treatment of Others:<\/b> You are the lead practitioner in a family health team. The doctor, a woman of colour, goes into the waiting room to get her next patient. The patient says, \u201cYou can\u2019t be my doctor; you must be the receptionist.\u201d After the doctor politely explains their credentials, the person insists they want another doctor. You intervene and explain to the patient that their remarks are unacceptable and will not be tolerated.<\/li>\r\n \t<li class=\"li2\" style=\"margin-bottom: 10px\"><b>Lead Change in Professional\/Academic Settings to Improve Quality of Life for All:<\/b> You are a dietitian in a local public health unit recognized as a food desert where many of the citizens lack access to affordable fresh produce that is appropriate for their cultural needs. You create a group led by the locals to secure funding for subsidized food baskets that can be distributed to families that sign up on a biweekly basis. The program also features weekly storytelling sessions and cooking workshops where community members can share their meanings of food and recipes. An important feature of the program is that all community facilitators are compensated for their time.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/details><!-- ACCORDION 3: CULTURAL SAFETY -->\r\n<h2 class=\"p3\"><span class=\"s1\">Cultural Safety<\/span><\/h2>\r\n<a href=\"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/back-matter\/glossary\/\">Cultural safety<\/a> is a concept that ensures healthcare practices are delivered in a manner that is respectful of, and tailored to, the cultural needs of clients. It involves creating environments where individuals feel safe expressing their cultural identity and free from discrimination or bias (Public Health Agency of Canada, 2019).\r\n\r\n<details style=\"margin-bottom: 15px;border: 1px solid #ddd;padding: 10px;border-radius: 4px\"><summary style=\"font-weight: bold;cursor: pointer;color: #008000\">Expand Cultural Safety Strategies<\/summary>\r\n<div style=\"margin-top: 10px;padding-left: 10px;border-left: 2px solid #008000\">\r\n<p class=\"p2\"><b>Reflective Practice:<\/b> RDs should engage in reflective practice to examine their own cultural biases and assumptions. This self-awareness is essential for providing culturally safe care to clients from diverse backgrounds. Reflective practice can be facilitated through journaling, peer discussions, and supervision sessions.<\/p>\r\n<p class=\"p2\"><b>Client-Centered Care:<\/b> Practicing RDs should prioritize client-centred care grounded in cultural safety, respecting and validating individuals' cultural identities and lived experiences. This involves actively listening to clients, acknowledging their perspectives, and tailoring interventions to meet their unique needs. Client-centred care also requires understanding cultural food practices and preferences, and being flexible in dietary recommendations.<\/p>\r\n\r\n<\/div>\r\n<\/details><!-- ACCORDION 4: CULTURAL HUMILITY -->\r\n<h2 class=\"p2\">Cultural Humility<\/h2>\r\nCultural humility involves an ongoing process of self-reflection to understand personal and systemic biases, and developing and maintaining respectful relationships based on mutual trust. It requires acknowledging oneself as a learner and understanding the impact of systemic oppression, such as racism, on different populations. Incorporating cultural humility into dietetic education involves creating curricula that emphasize self-reflection, systemic analysis, and respectful engagement with diverse perspectives.\r\n\r\n<details style=\"margin-bottom: 15px;border: 1px solid #ddd;padding: 10px;border-radius: 4px\"><summary style=\"font-weight: bold;cursor: pointer;color: #008000\">Expand Cultural Humility Framework &amp; Visuals<\/summary>\r\n<div style=\"margin-top: 10px;padding-left: 10px;border-left: 2px solid #008000\">\r\n<blockquote>\u201cA process of self-reflection to understand personal and systemic biases and to develop and maintain respectful processes and relationships based on mutual trust. Cultural humility involves humbly acknowledging oneself as a learner when it comes to understanding another\u2019s experience.\" (First Nations Health Authority, n.d.)<\/blockquote>\r\n<!-- Concise Alt Text applied here to pass accessibility requirements -->\r\n\r\n[caption id=\"attachment_39\" align=\"aligncenter\" width=\"1171\"]<img src=\"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-content\/uploads\/sites\/398\/2024\/07\/image3.jpg\" alt=\"Infographic continuum tracking progress from cultural awareness to cultural safety.\" width=\"1171\" height=\"954\" class=\"wp-image-39 size-full\" \/> This graphic illustrates the continuum from cultural awareness to cultural safety, alongside trauma-informed care, anti-racism, and cultural humility. It emphasizes the evolving responsibilities of practitioners to move beyond basic awareness and competence toward deeper self-reflection and community-centred care. specifically:[\/caption]\r\n<ul>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>\r\n \t<li><strong>Cultural Awareness:<\/strong> Acknowledges difference; focuses on \u201cother\u201d cultures.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>\r\n \t<li><strong>Cultural Sensitivity:<\/strong> Recognizes the need to respect cultural differences.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>\r\n \t<li><strong>Cultural Competence:<\/strong> Involves skills and behaviours to provide \u201cquality care\u201d; emphasizes self-awareness, but may risk stereotyping.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>\r\n \t<li><strong>Cultural Safety:<\/strong> Determined from the community\u2019s perspective; considers social and historical context; requires practitioner self-reflection.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>\r\n \t<li><strong>Supporting Elements:<\/strong> Trauma-Informed Care (historical\/intergenerational impacts), Anti-Racism (power imbalances), and Cultural Humility (systemic bias\/privilege reflection).<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/details><!-- KEYWORD IN RED-BORDER ACCENT BOX -->\r\n<h2><strong>Additional Resources<\/strong><\/h2>\r\nTo expand your knowledge, take a look at this article by the Public Health Agency of Canada:\r\n<ul>\r\n \t<li>Public Health Agency of Canada. (2019 December). <a href=\"https:\/\/www.canada.ca\/en\/public-health\/corporate\/publications\/chief-public-health-officer-reports-state-public-health-canada\/addressing-stigma-toward-more-inclusive-health-system.html\" target=\"_blank\" rel=\"noopener\">Addressing Stigma: Towards a More Inclusive Health System (Website - Opens in new tab)<\/a>.<\/li>\r\n<\/ul>","rendered":"<h1><strong>Curriculum Integration<\/strong><\/h1>\n<div class=\"textbox\" style=\"clear: both !important;overflow: hidden !important;background-color: #f5f5f5 !important;border: 1px solid #b0b0b0 !important;border-left: 5px solid #D21F1F !important;padding: 15px !important;margin: 0 0 20px 0 !important;border-radius: 4px !important\">\n<p style=\"margin: 0 !important;color: #1a1a1a !important\"><strong>Keyword:<\/strong> <a href=\"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/back-matter\/glossary\/\">Multicultural Education<\/a><\/p>\n<\/div>\n<p>Educators should prioritize integrating EDI content into dietetics curricula. This involves evaluating and redeveloping intentional anti-racist student and staff recruitment practices and policies, incorporating topics such as <a href=\"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/back-matter\/glossary\/\">cultural competency<\/a>, social determinants of health, and anti-racism training into coursework to ensure students are equipped with the necessary knowledge and skills to address ABR in their practice. Inviting guest speakers from diverse backgrounds and incorporating diverse case studies can enhance students&#8217; learning experiences.<\/p>\n<p>Wellington et al. (2021) emphasize that integrating experiences from equity-seeking students into dietetic education is crucial for fostering an inclusive learning environment. Their research highlights that dialogue and reflection on these experiences can reveal the systemic barriers and biases faced by students from marginalized backgrounds. By incorporating these perspectives into the curriculum, educators can better address the needs of all students and promote a more equitable and supportive educational environment.<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\" style=\"color: #242424\"><b>Video 5.6: <\/b>Researcher and Associate Professor Eric Ng, from Ontario, highlights the importance of starting <a href=\"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/back-matter\/glossary\/\" style=\"color: #242424 !important;text-decoration: underline !important\">anti-racism education<\/a> and the value of learning from shared experiences.<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Chapter 5a\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/5cusucG-H8Y?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<\/div>\n<\/div>\n<p><!-- ACCORDION 1: ABR TRAINING --><\/p>\n<h2><span class=\"s1\">ABR Training<\/span><\/h2>\n<p>ABR training involves structured educational programs designed to enhance understanding and skills related to Anti-Black Racism within dietetic practice. This includes workshops, seminars, and online courses that focus on anti-racism, cultural competence, and social justice. Training aims to improve awareness and provide practical tools for addressing racial disparities in dietetics (Public Health Agency of Canada, 2019).<\/p>\n<details style=\"margin-bottom: 15px;border: 1px solid #ddd;padding: 10px;border-radius: 4px\">\n<summary style=\"font-weight: bold;cursor: pointer;color: #008000\">Expand ABR Training Core Focus Points<\/summary>\n<div style=\"margin-top: 10px;padding-left: 10px;border-left: 2px solid #008000\">\n<p><strong>Professional Development:<\/strong> Continuing education opportunities should be made available to RDs to enhance their understanding of ABR and its implications for dietetic practice. This may include workshops, seminars, or online courses focused on anti-racism, cultural competence, and social justice. Professional organizations can also provide resources and certifications in ABR training (Public Health Agency of Canada, 2019).<\/p>\n<p><b>Case Studies and Role-Playing:<\/b> Incorporating case studies and role-playing exercises into ABR training can provide practical examples of how to navigate complex situations related to race and <a href=\"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/back-matter\/glossary\/\">ethnicity<\/a> in dietetic practice. These interactive learning experiences allow RDs to develop skills in addressing ABR in real-world scenarios. Facilitators should ensure that these exercises are based on real-life situations and include diverse perspectives (Public Health Agency of Canada, 2019).<\/p>\n<\/div>\n<\/details>\n<p><!-- ACCORDION 2: EDI --><\/p>\n<h2 class=\"p3\"><span class=\"s1\">Equity, Diversity and Inclusion<\/span><\/h2>\n<p><a href=\"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/back-matter\/glossary\/\">EDI<\/a> refers to principles and practices aimed at creating fair and inclusive environments by addressing and dismantling systemic biases and promoting diverse perspectives. Integrating EDI involves adopting policies and practices that respect and value individual differences, and actively working to eliminate barriers that marginalized groups face (Public Health Agency of Canada, 2019).<\/p>\n<details style=\"margin-bottom: 15px;border: 1px solid #ddd;padding: 10px;border-radius: 4px\">\n<summary style=\"font-weight: bold;cursor: pointer;color: #008000\">Expand Practical Implementation Examples<\/summary>\n<div style=\"margin-top: 10px;padding-left: 10px;border-left: 2px solid #008000\">\n<p>Here are a few simple examples of what this looks like in practice:<\/p>\n<ol class=\"ol1\">\n<li class=\"li2\" style=\"margin-bottom: 10px\"><b>Show Respect for Individual Experiences, Perspectives, and Autonomy:<\/b> At a follow-up appointment, your client discloses they were unable to follow the care plan. They explain it is too costly to purchase fresh fruits and vegetables and lean proteins. You ask the client to share their eating, cooking, and food sourcing habits. By becoming familiar with their understanding of healthy eating, you can work with them to identify the foods and services they enjoy and have easy access to that will also meet healthy eating recommendations.<\/li>\n<li class=\"li2\" style=\"margin-bottom: 10px\"><b>Educate Yourself and Spread Awareness:<\/b> You notice the curriculum is centred around European eating practices. You want your nutrition care skills to be flexible in meeting the needs of diverse clients and begin researching cultural foods and practices. Once you have a foundation of knowledge, you share your concerns with one of your course instructors and ask that they incorporate diverse perspectives into the remaining course content.<\/li>\n<li class=\"li2\" style=\"margin-bottom: 10px\"><b>Speak Up When You See Prejudice and Unfair Treatment of Others:<\/b> You are the lead practitioner in a family health team. The doctor, a woman of colour, goes into the waiting room to get her next patient. The patient says, \u201cYou can\u2019t be my doctor; you must be the receptionist.\u201d After the doctor politely explains their credentials, the person insists they want another doctor. You intervene and explain to the patient that their remarks are unacceptable and will not be tolerated.<\/li>\n<li class=\"li2\" style=\"margin-bottom: 10px\"><b>Lead Change in Professional\/Academic Settings to Improve Quality of Life for All:<\/b> You are a dietitian in a local public health unit recognized as a food desert where many of the citizens lack access to affordable fresh produce that is appropriate for their cultural needs. You create a group led by the locals to secure funding for subsidized food baskets that can be distributed to families that sign up on a biweekly basis. The program also features weekly storytelling sessions and cooking workshops where community members can share their meanings of food and recipes. An important feature of the program is that all community facilitators are compensated for their time.<\/li>\n<\/ol>\n<\/div>\n<\/details>\n<p><!-- ACCORDION 3: CULTURAL SAFETY --><\/p>\n<h2 class=\"p3\"><span class=\"s1\">Cultural Safety<\/span><\/h2>\n<p><a href=\"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/back-matter\/glossary\/\">Cultural safety<\/a> is a concept that ensures healthcare practices are delivered in a manner that is respectful of, and tailored to, the cultural needs of clients. It involves creating environments where individuals feel safe expressing their cultural identity and free from discrimination or bias (Public Health Agency of Canada, 2019).<\/p>\n<details style=\"margin-bottom: 15px;border: 1px solid #ddd;padding: 10px;border-radius: 4px\">\n<summary style=\"font-weight: bold;cursor: pointer;color: #008000\">Expand Cultural Safety Strategies<\/summary>\n<div style=\"margin-top: 10px;padding-left: 10px;border-left: 2px solid #008000\">\n<p class=\"p2\"><b>Reflective Practice:<\/b> RDs should engage in reflective practice to examine their own cultural biases and assumptions. This self-awareness is essential for providing culturally safe care to clients from diverse backgrounds. Reflective practice can be facilitated through journaling, peer discussions, and supervision sessions.<\/p>\n<p class=\"p2\"><b>Client-Centered Care:<\/b> Practicing RDs should prioritize client-centred care grounded in cultural safety, respecting and validating individuals&#8217; cultural identities and lived experiences. This involves actively listening to clients, acknowledging their perspectives, and tailoring interventions to meet their unique needs. Client-centred care also requires understanding cultural food practices and preferences, and being flexible in dietary recommendations.<\/p>\n<\/div>\n<\/details>\n<p><!-- ACCORDION 4: CULTURAL HUMILITY --><\/p>\n<h2 class=\"p2\">Cultural Humility<\/h2>\n<p>Cultural humility involves an ongoing process of self-reflection to understand personal and systemic biases, and developing and maintaining respectful relationships based on mutual trust. It requires acknowledging oneself as a learner and understanding the impact of systemic oppression, such as racism, on different populations. Incorporating cultural humility into dietetic education involves creating curricula that emphasize self-reflection, systemic analysis, and respectful engagement with diverse perspectives.<\/p>\n<details style=\"margin-bottom: 15px;border: 1px solid #ddd;padding: 10px;border-radius: 4px\">\n<summary style=\"font-weight: bold;cursor: pointer;color: #008000\">Expand Cultural Humility Framework &amp; Visuals<\/summary>\n<div style=\"margin-top: 10px;padding-left: 10px;border-left: 2px solid #008000\">\n<blockquote><p>\u201cA process of self-reflection to understand personal and systemic biases and to develop and maintain respectful processes and relationships based on mutual trust. Cultural humility involves humbly acknowledging oneself as a learner when it comes to understanding another\u2019s experience.&#8221; (First Nations Health Authority, n.d.)<\/p><\/blockquote>\n<p><!-- Concise Alt Text applied here to pass accessibility requirements --><\/p>\n<figure id=\"attachment_39\" aria-describedby=\"caption-attachment-39\" style=\"width: 1171px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-content\/uploads\/sites\/398\/2024\/07\/image3.jpg\" alt=\"Infographic continuum tracking progress from cultural awareness to cultural safety.\" width=\"1171\" height=\"954\" class=\"wp-image-39 size-full\" srcset=\"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-content\/uploads\/sites\/398\/2024\/07\/image3.jpg 1171w, https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-content\/uploads\/sites\/398\/2024\/07\/image3-300x244.jpg 300w, https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-content\/uploads\/sites\/398\/2024\/07\/image3-1024x834.jpg 1024w, https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-content\/uploads\/sites\/398\/2024\/07\/image3-768x626.jpg 768w, https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-content\/uploads\/sites\/398\/2024\/07\/image3-65x53.jpg 65w, https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-content\/uploads\/sites\/398\/2024\/07\/image3-225x183.jpg 225w, https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-content\/uploads\/sites\/398\/2024\/07\/image3-350x285.jpg 350w\" sizes=\"auto, (max-width: 1171px) 100vw, 1171px\" \/><figcaption id=\"caption-attachment-39\" class=\"wp-caption-text\">This graphic illustrates the continuum from cultural awareness to cultural safety, alongside trauma-informed care, anti-racism, and cultural humility. It emphasizes the evolving responsibilities of practitioners to move beyond basic awareness and competence toward deeper self-reflection and community-centred care. specifically:<\/figcaption><\/figure>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><strong>Cultural Awareness:<\/strong> Acknowledges difference; focuses on \u201cother\u201d cultures.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><strong>Cultural Sensitivity:<\/strong> Recognizes the need to respect cultural differences.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><strong>Cultural Competence:<\/strong> Involves skills and behaviours to provide \u201cquality care\u201d; emphasizes self-awareness, but may risk stereotyping.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><strong>Cultural Safety:<\/strong> Determined from the community\u2019s perspective; considers social and historical context; requires practitioner self-reflection.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><strong>Supporting Elements:<\/strong> Trauma-Informed Care (historical\/intergenerational impacts), Anti-Racism (power imbalances), and Cultural Humility (systemic bias\/privilege reflection).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<p><!-- KEYWORD IN RED-BORDER ACCENT BOX --><\/p>\n<h2><strong>Additional Resources<\/strong><\/h2>\n<p>To expand your knowledge, take a look at this article by the Public Health Agency of Canada:<\/p>\n<ul>\n<li>Public Health Agency of Canada. (2019 December). <a href=\"https:\/\/www.canada.ca\/en\/public-health\/corporate\/publications\/chief-public-health-officer-reports-state-public-health-canada\/addressing-stigma-toward-more-inclusive-health-system.html\" target=\"_blank\" rel=\"noopener\">Addressing Stigma: Towards a More Inclusive Health System (Website &#8211; Opens in new tab)<\/a>.<\/li>\n<\/ul>\n","protected":false},"author":503,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-529","chapter","type-chapter","status-publish","hentry"],"part":501,"_links":{"self":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-json\/pressbooks\/v2\/chapters\/529","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-json\/wp\/v2\/users\/503"}],"version-history":[{"count":30,"href":"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-json\/pressbooks\/v2\/chapters\/529\/revisions"}],"predecessor-version":[{"id":3723,"href":"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-json\/pressbooks\/v2\/chapters\/529\/revisions\/3723"}],"part":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-json\/pressbooks\/v2\/parts\/501"}],"metadata":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-json\/pressbooks\/v2\/chapters\/529\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-json\/wp\/v2\/media?parent=529"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-json\/pressbooks\/v2\/chapter-type?post=529"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-json\/wp\/v2\/contributor?post=529"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/abrdietetics\/wp-json\/wp\/v2\/license?post=529"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}