Cultural competence for global research and development: Implications for school and educational psychology

Abstract

This article proposes a reconceptualization of cultural competence to facilitate development and adaptation of interventions relevant to local systems of meaning, knowledge, and action. Included in this model of cultural competence are three components: intercultural competence, culturally sensitive research methods, and rights-respecting research. Intercultural competence refers to the ability to engage in co-construction, or negotiation, of shared understandings of key stakeholders. Culturally sensitive research involves the use of mixed qualitative–quantitative methods to ensure understanding of the local culture and context through the voices of key stakeholders. Rights-respecting research is grounded in universal human and child rights that embody agency and participation of key stakeholders, including children. The article concludes with a discussion of implications of the cultural competence model for preparing school and educational psychologists to engage in global research and development.

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