L'humilité culturelle : Une façon de penser pour orienter la pratique à l'échelle mondiale

practised with zeal in the global health communities of other professions,8 there are few references in the physiotherapy literature, and this omission likely reflects a lack of uptake. With respect to global health involvement, we believe it is imperative that Canadian physiotherapists and students incorporate reflective practice premised on cultural humility for immediate impact. We have grounded this editorial in the field of global health both because it is what we know best and because we see the immediate advantages of adopting cultural humility in this domain. But this grounding carries the risk of perpetuating the notion of global health as something that happens over there, as somehow distinct from normal practice in Canada. In fact, however, we see cultural humility as a concept that is useful to guide respectful and effective practice not only abroad but also in contemporary Canada, with its exceptional diversity and its areas of tremendous inequality. We believe that exposure to this way of thinking should begin as early as entry-level education and that it should be increasingly incorporated into our professional ways of being and doing. REFERENCES 1. Beaglehole R, Bonita R. What is global health? Glob Health Action. 2010;3:5142. http://dx.doi.org/10.3402/gha.v3i0.5142. Medline:20386617 2. World Health Organization, World Bank. World report on disability. Geneva: World Health Organization; 2011. 3. Landry MD, Nixon S, Raman SR, et al. Global health experiences (GHEs) in physical therapist education: balancing moral imperative with inherent moral hazard. J Phys Ther Educ. 2012;16(1):24–8. 4. Illich I. To hell with good intentions. In: Albert G, editor. Servicelearning reader: reflections and perspectives on service. Mount Royal (NJ): National Society for Experiential Education; 1994. p. 314– 20. 5. Grech S. Recolonising debates or perpetuated coloniality? decentring the spaces of disability, development and community in the global South. Int J Incl Educ. 2011;15(1):87–100. http://dx.doi.org/10.1080/ 13603116.2010.496198. 6. Smith LT. Decolonizing methodologies: research and indigenous peoples. 2nd ed. London: Zed Books; 2012. 7. Tervalon M, Murray-Garcı́a J. Cultural humility versus cultural competence: a critical distinction in defining physician training outcomes in multicultural education. J Health Care Poor Underserved. 1998;9(2):117–25. http://dx.doi.org/10.1353/hpu.2010.0233. Medline:10073197 8. Miller S. Cultural humility is the first step to becoming global care providers. J Obstet Gynecol Neonatal Nurs. 2009;38(1):92–3. http:// dx.doi.org/10.1111/j.1552-6909.2008.00311.x. Medline:19208053