Kin 465 – Interculturalism, Health & Physical Activity Glossary of Terms
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| KIN 465 – Interculturalism, Health & Physical Activity
Glossary of Terms Change requires a new vocabulary to deal with racial and ethnic diversity in social life and to promote inclusive practices and policies (Coakley & Donnelly, 2009, p. 296). While there are no universally accepted definitions of the terms below, critically examining them will help us begin to develop a new vocabulary for working together in this class and with culturally diverse populations. Class members are encouraged to add to this glossary during the term. Aboriginal peoples – refers to the indigenous inhabitants of Canada including First nations, Metis, and Inuit people (Browne & Varcoe, 2009). There is a great deal of diversity with more than 50 Aboriginal languages spoken in Canada. Acculturation – the degree to which an individual from one culture has given up the traits of that culture and adopts the traits of the dominant culture in which he or she now resides (Huff & Kline, 2007). Assimilation – also known as the ‘melting pot’ in the U.S.A., a society in which immigrant and colonized native peoples are expected to abandon their traditional identities and cultures in order to adapt and fit into the dominant white culture (Coakley & Donnelly, 2009). Bias – a preference or an inclination, especially one that inhibits impartial judgement. Bias is often subtle. It is evident through the addition of qualifiers or added information to spoken statements. (Safe Harbour, 2013). Biculturalism – following the Royal Commission on Bilingualism and Biculturalism (1963-69), Canada formally recognized two official languages and two distance cultures deriving from the original French and English immigrants (Coakley & Donnelly, 2009). Culture – is learned, shared and transmitted from one generation to the next, and it can be seen in a group’s values, norms, practices, systems of meaning, ways of life, and other social regularities (including sport and physical activity) (Kreuter, Luwago, Bucholtz, Clark, & Sanders-Thompson, 2003). It has been argued that culture is best considered to be fluid and hybrid (see below), rather than static and singular (Adair, Taylor & Darcy, 2010). Cultural explanations for inequalities/Culturalism – assumptions about how traits and characteristics are attributed to all members of ethno-cultural groups that can result in stereotyping and a lack of acknowledgement of within group differences, similarities across groups, and other factors accounting for one’s situation (Browne & Varcoe, 2009). Critical cultural perspective – culture is considered to be a relational aspect of ourselves that is not fixed or inherent but shifts and changes over time e.g., health practices such as diet are not determined only by culture but also by income, food availability, education, gender, and other influences (Browne & Varcoe, 2009). Cultural safety – respecting culturally based beliefs and practices while considering how your profession needs to change to avoid culturalism, racialization, and other processes that create or reinforce social inequities (Browne & Varcoe, 2009). Cultural sensitivity – being sensitive to people’s values, beliefs, customs and practices and how these intersect with broader social determinants and the power relations that shape health and health care (Browne & Varcoe, 2009). Discrimination – processes by which members of a social or ethno-cultural group are treated unfairly (Krieger, 2002). Equality and Equity - Equity, as we have seen, involves trying to understand and give people what they need to enjoy full, healthy lives. Equality, in contrast, aims to ensure that everyone gets the same things in order to enjoy full, healthy lives. Like equity, equality aims to promote fairness and justice, but it can only work if everyone starts from the same place and needs the same things (Sex and Gender Based Analysis e-Learning Resource, 2009) Ethnicity – a sense of identity and individual has based on common ancestry, national, religious, tribal, linguistic, or cultural origins. It generally implies that there are shared values, lifestyles, beliefs, and norms among those claiming affiliation to a specific ethnic group (Huff & Kline, 2007). Ethnocentric distortion – when our knowledge about an ethnic group is presented from a Euro-Canadian perspective (Paraschak, 1989). Ethnocentrism – the assumption individuals make that his or her way of believing and behaving is the most preferable and correct one (Huff & Kline, 2007). First Nations People – Many people prefer to be called First Nations or First Nations People instead of Indians. The term should not be used as a synonym for Aboriginal Peoples because it doesn‘t include Inuit or Métis. Because the term First Nations People generally applies to both Status and Non-Status Indians, writers should take care in using this term. If they are describing a program that is only for Status Indian youth, for example, they should avoid using First Nations youth as it could cause confusion. http://www.naho.ca/publications/topics/terminology/ Gender Expression - How one outwardly manifests gender; for example, through name and pronoun choice, style of dress, voice modulation, etc. How one expresses gender might not necessarily reflect one’s actual gender identity. (Qmunity, 2013) Gender Identity - One’s internal and psychological sense of oneself as male, female, both, in between, or neither. People who question their gender identity may feel unsure of their gender or believe they are not of the same gender as their physical body. Gender non-conforming, gender variant, or genderqueer are some terms sometimes used to describe people who don’t feel they fit into the categories of male or female. ‘Bi-gender’ and ‘pan-gender’ are some terms that refer to people who identify with more than one gender. (Qmunity, 2013) Gender Roles - The socially constructed and culturally specific behaviours such as communication styles, careers, family roles, and more, imposed on people based on their biological sex assigned at birth. It is important to note that gender interpretations and expectations vary widely among cultures and often change over time. It is important to note that some cultures have more than two gender roles. (Qmunity, 2013) Health – a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity (World Health Organization, 2008). Healthy immigrant effect – research that has shown the health status of immigrants is often higher than native-born Canadians, but it tends to decline following migration (Health Canada, 2010). Homophobia: Fear or hatred of, aversion to, and discrimination against homosexuals or homosexual behaviour. There are many levels and forms of homophobia, including cultural/institutional homophobia, interpersonal homophobia, and internalized homophobia. Many forms of homophobia are related to how restrictive binary gender roles are (see ‘oppositional sexism’). An example of this might be a lesbian who is harassed with homophobic language for being perceived to be masculine. Many of the problems faced by lesbian, gay, bisexual and transgender people, including health and income disparities, stem from homophobia and heterosexism. See also biphobia, lesbophobia, transphobia and LGBT-phobia. (Qmunity, 2013) Hybrid identities – when individuals take merge cultural practices from two or more cultures in ways that often shift depending on the situation (Dallaire & Denis, 2005). Immigrant – a non-national who moves into a country for the purpose of settling (Health Canada, 2010). Implicit or Unconscious Bias – a natural tendency to prefer ‘in-groups’ (or people ‘like me’). We are usually unaware of our implicit bias, sometimes known as ‘blind spots’ (Safe Harbour, 2013). Inclusion beyond Integration – Inclusion has a broader meaning than integration insofar as it is not explicitly confined to the integration of persons or specific groups who are generally marginalised, vulnerable and discriminated against on account of particular characteristics. The integration approach may be accompanied by differentiated treatment such as specific individual assistance, special measures or a special exception to accommodate an individual. The inclusion approach goes further by being more comprehensive and more systematic in scope. It covers everybody, encompasses all spheres of activity and places a greater emphasis on structural change rather than corrective action (Intercultural Competences in Social Services: Constructing an Inclusive Institutional Culture, 2011) Intercultural fluency – is a combination of intercultural aptitudes including 1) self-awareness (of one’s cultural values and assumptions and an acceptance that these are not universal), 2) an appreciation of sociocultural diversity, 3) various intercultural and interpersonal skills (e.g., capacity for cross-cultural communication and relationship building); and intercultural knowledge (e.g. the history, traditions, values and customs of diverse cultures and oppressed groups). Intercultural understanding – the depth and breath of understanding across profound cultural difference that is tied to sociocultural difference, such as: 1) ethnicity, race, religion, gender, identity and expression, physical or mental (dis)ability, sexual orientation, socio-economic class, immigration, and in many cases, academic, employment or professional status; 2) the cultural histories, creative practices and faith perspectives of various social groups; 3) the interrelations between dominant and non-dominant cultures; 4) the dynamics of difference; and 5) the impact of these factors on power relations (UBC Intercultural Understanding Strategic Plan, Working Draft, p. 11, May 2013). LGBTQ: Acronym used to refer to Lesbian, Gay, Bisexual, Transgender, and Queer people. Additional letters are sometimes added to this acronym, such as LGBTIQQ2S to refer to Lesbian, Gay, Bisexual, Transgender, Intersex, Queer, Questioning and 2 Spirit folk (First Nations term). Making fun of the length of this acronym can have a trivializing or erasing effect on the group that longer acronyms seek to actively include. (Qmunity, 2013) Migrant – a non-national who moves across an international border for one of several reasons, including settling, working, seeking protection, studying or visiting. Immigrants, refugees and temporary residents are all classified as international migrants in Canada (Health Canada, 2010). Minority – a socially identified population that suffers disadvantages due to systemic discrimination and may have a strong sense of social togetherness based on shared experiences of past and current discrimination (Coakley & Donnelly, 2009). Multiculturalism – is also known as cultural plurality or the ‘cultural mosaic’ in Canada. It has been a federal government policy since the early 1970’s and stipulates that every ethnic group has the right to preserve and develop its own culture and values. This policy is thought, by some, to enrich Canadian culture, while others see it as fostering cultural enclaves that do not mix (Coakley & Donnelly, 2009; Ryan, 2010). Permanent residents – persons who have been granted permanent resident (PR) status in Canada, with all of the rights guaranteed under the Canadian Charter of Rights and Freedoms except the right to vote. The three primary PR categories are: economic immigrants (selected for skills and ability to contribute to Canada’s economy), family class immigrants (sponsored by a Canadian citizen or a PR living in Canada) and refugee (see definition below) (Health Canada, 2010). Pluralism – when individuals and groups identify with both their traditional culture and the culture(s) in their new homeland (e.g., Italian Canadians) (Coakley & Donnelly, 2009). Postcolonialism - is concerned with both the recent impacts of global capitalism, the historical effects of different forms of patriarchy and colonization, and how all of this affects the lived experiences of people (McEwan 2009). Queer: A term becoming more widely used among LGBT communities because of its inclusiveness. ‘Queer’ can be used to refer to the range of non-heterosexual and non-cisgender people and provides a convenient shorthand for ‘LGBT’. It is important to note that this is a reclaimed term that was once and is still used as a hate term and thus some people feel uncomfortable with it. Not all trans* people see trans* identities as being part of the term ‘queer’. (Qmmunity, 2013) Race – a biological term used to describe ethnic groups on the basis of physical characteristics such as skin color (Huff & Kline, 2007). Racialization – the process by whereby racial categories are constructed as different and unequal in ways that lead to social, economic, and political inequalities (Browne & Varcoe, 2009). Racial hierarchy – “The privileging of individuals of one race, who are able to define ‘acceptable’ practices, over those of another race, based on perceived differences in behaviour often rooted in cultural differences.” (Paraschak, 2007, p. 154) Racial ideologies – a web of ideas and beliefs that people socially construct and use to give meaning to specific physical traits such as skin colour and to evaluate people in terms of how they are classified by race (Coakley & Donnelly, 2009). Racial stereotypes – generalization used to define and judge all individuals in a particular racial category. They are used most often by people who do not have the opportunity or are not willing to learn about and interact with those who have different race-related experiences. They also prevent some people from seeing “whiteness” as an issue because, in a white dominated culture, whiteness is the taken-for-granted standard against which everything else is viewed, often in a subordinate position (Coakley & Donnelly, 2009). Racism – attitudes, actions, and policies based on the belief that people in one racial category are inherently superior to people in one or more other racial categories (Coakley & Donnelly, 2009). Refugees – Persons who fear returning to their home country for fear of persecutions, cruel and unusual treatment, or punishment and who seeks the protection of another country (Health Canada, 2010). Relational approach to health – recognizes that health, illness, and the meanings they hold for people are shaped by factors such as gender, age, ability, and social, cultural, family, religious, historical and geographical contexts. These same factors influence how professionals (including kinesiologists) view themselves and relate to those they work with (Browne & Varcoe, 2009). Sport and physical activity – formal and informal sites of expressions of physical culture where processes of assimilation, resistance to assimilation, racism, and other social processes can be studied (Coakley & Donnelly, 2009). Stereotype – a conventional and oversimplified conception, opinion, or image. It can be a sweeping generalization of a group stemming from thoghts that most or all members of a diverse group are the same (Safe Harbour, 2013). Structural explanations for inequalities – focuses on how differences in power (e.g., political, economic, history of colonization, etc.) result in the discrimination of cultural groups (Coakley & Donnelly, 2009). Temporary residents – includes visitors to Canada, foreign students and foreign temporary workers who must leave Canada by the end of an authorized period, but may re-enter Canada under certain circumstances (Health Canada, 2010). Visible minority – applies to persons who are identified according to Canada’s Employment Equity Act as being non-white in color. This term is highly problematic because it classifies people by skin color and is therefore a racializing process that is seen by many to be demeaning (Browne & Varcoe, 2009). References Adair, D., Taylor, T., & Darcy, S. (2010). Managing ethnocultural and “racial” diversity in sport: Obstacles and opportunities. Sport Management Review, 13(4), 307–312. Browne, A., & Varcoe, C. (2009). Cultural and social considerations in health assessment. In C. Jarvis, A. J. Browne, J. MacDonald-Jenkins & M. Luctkar-Flude (Eds.), Physical Examination and Health Assessment: First Canadian Edition (pp. 35-50): Elsevier. Coakley, J., & Donnelly, P. (2009). Race and ethnicity: Are they important in sports. Sports in society: Issues and controversies. Canadian edition (pp. 259-298). Toronto: McGraw-Hill Ryerson. Dallaire, C. & Denis, C. (2005). Asymmetrical hybridities: Youths at Francophone Games in Canada.” Canadian Journal of Sociology/Cahiers Canadiens de Sociologie, 30(2), 143-168. Health Canada. (2010). Migration health: Embracing a determinants of health approach, Health Policy Research Bulletin, (17, p. 2), Ottawa: ON. Huff, R.M. & Kline,V..V. (2007). Health promotion in the context of culture. In M.V. Kline & R.M. Huff (Eds.), Health promotion in multicultural populations: A handbook for practitioners and students. Thousand Oaks, California: Sage publications. Interculatural Competences in Social Services: Constructing an Inclusive Institutional Culture. (2011). Council of Europe Kreuter, M.W., Luwago, S.N., Bucholtz, D.C., Clark, E.M. and Sanders-Thompson, V. (2003). Achieving cultural appropriateness in health promotion programs: Targeted and tailored approaches. Health Education and Behavior, 30(2), 133-146. McEwan, C. (2009). Postcolonialism and Development. London: Routledge. Qmunity (2013). Queer Terminology. Retrieved Sept 7, 2014 from: http://www.qmunity.ca/wp-content/uploads/2013/07/Queer-Terminology-Web-Version-Sept-2013.pdf
Safe Harbour (2013). Overcoming Bias. Handout at AMSSA workshop, Nov 2013. Sex and Gender Based Analysis e-Learning Resource. (2009). http://sgba-resource.ca/en/concepts/equity/distinguish-between-equity-and-equality/ Download 29.77 Kb. Share with your friends:
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