The term cultural humility was first coined by Melanie Tervalon and Jann Murray-Garcia in 1998. According to Fisher (2019), it is a lifelong process that involves critical analysis and self-reflection about one’s intersecting identities and how that might influence relationship building. This means acknowledging the power differentials that exist within relationships and consciously approaching others from a place of humility. Fisher (2019) proposes that cultural humility helps educators and researchers gain unique perspectives about cross-cultural relations and enables them to advocate for marginalized communities. 

Pham et al (2022) advocates for applying a cultural humility framework when delivering services in schools especially since the educational system in the United States is built on principles that perpetuate white supremacy, oppression, colonialism, and racism. Systemic barriers like these have led to disparities in educational services for students from marginalized communities.

In education research, cultural humility can be practiced by reflecting on the inequities and gaps in academia as well as attempting to highlight experiences and perspectives of marginalized communities. School-based practitioners who practice cultural humility strive to unlearn the idea that they are the experts of their students. They understand that suffering and healing are conceptualized differently across cultures, and that it is important to collaborate with the student, their family, and community to develop and implement interventions. 

By Reshma Sreekala, Graduate Assistant at the Center for Social Development and Education