Occupational therapy lecturer, Aicha Djalo Balde, shares how being at the vibrant intersection of culture and identity has informed her teaching and what it means to work as an educator in Britain today.
Aicha Djalo Balde, Lecturer in Occupational Therapy, University of Huddersfield
My cultural heritage stems from the Fulani tribe, a community of nomadic pastoral folk who can be found in Guinea Bissau, on the West coast of Africa and in many other countries in West Africa. I was born in Lisbon, Portugal and at the age of two, my family made the choice to migrate to London. Now, many years later, I work in Yorkshire (which, let’s be honest, is practically its own country!) as an occupational therapy lecturer at the University of Huddersfield. My cultural identity is a complex story of migration, retracing roots and finding home in new places.
I emphasise the importance of understanding the cultural context and social dynamics that shape a client's life.
Growing up in an African household I was immersed in a tapestry of values that celebrated community, family, and interconnectedness. My family’s support and encouragement has always been my secret superpower! These values have become the cornerstone of my teaching philosophy. In my lectures, I emphasise the importance of understanding the cultural context and social dynamics that shape a client's life. I encourage my students to see individuals, not as solitary dancers but as part of a larger, interconnected network, influenced by their family, community, and cultural background.
Incorporating Fulani values into my teaching has also led me to foster an inclusive and nurturing learning environment. Just as the extended family offers support and encouragement, I strive to create a sense of belonging in my classroom. I firmly believe that when students feel valued and supported, they are more likely to grow – both academically and personally.
These colourful strokes of storytelling not only celebrate the kaleidoscope of cultures but also spark the flames of inspiration within students.
My heritage has also taught me the art of storytelling and how narratives can be powerful tools for understanding and healing. My grandmother, a master storyteller, has always weaved proverbs and small wisdoms into conversations as mundane as ‘what’s on the telly’. With her influence, my lectures often weave real-life stories and case studies of individuals from diverse backgrounds, to illustrate the complexities of working with diverse populations in practice. These colourful strokes of storytelling not only celebrate the kaleidoscope of cultures but also spark the flames of inspiration within students, urging them to approach their future practice with empathy, an open heart, and a brush of creativity.
Furthermore, my upbringing has instilled in me a profound respect for nature and its therapeutic properties. In Fulani culture, the connection to the land and its resources is deeply ingrained, and nature is seen as a key ally in healing and recovery. As a lecturer, I advocate for eco-friendly and nature-based therapeutic interventions whenever possible. I encourage my students to explore the healing power of nature, helping them to promote and facilitate interventions such as gardening, nature walks, and outdoor exercises.
I strive to prepare students to work effectively with clients who hold different belief systems, encouraging them to challenge their own biases and preconceptions.
Being an occupational therapy lecturer of African descent in Britain has also compelled me to address issues of cultural competency and cultural humility within the healthcare system. My experience, as a professional as well as a recipient of healthcare services, has allowed me to bring a considered perspective when conducting research on engagement in cultural occupations for black students and engaging in rich discussions about the importance of culturally competent care. As an educator, I strive to prepare students to work effectively with clients who hold different belief systems, encouraging them to challenge their own biases and preconceptions that may hinder the therapeutic process.
To work as an educator in Britain today, is to work at the vibrant intersection of culture and identity. I thoroughly celebrate my African heritage and incorporate its values into my work. However, I also wholeheartedly embrace the richness of British culture and the tapestry of diversity it offers. This fusion of cultural backgrounds empowers me to approach occupational therapy from a truly holistic perspective. My mission as a lecturer, is to broaden the horizons of future occupational therapists, empowering them to embrace the beauty of diversity in their practice as compassionate, heart-led, and culturally competent practitioners.
Relevant References on African Philosophy:
Nwoye, A., 2015. What is African psychology the psychology of? Theory & Psychology, 25(1), pp.96-116.
Ramugondo, E.L. and Kronenberg, F., 2015. Explaining collective occupations from a human relations perspective: bridging the individual-collective dichotomy. Journal of Occupational Science, 22(1), pp.3-16.
Somé, M.P., 1999. The healing wisdom of Africa: Finding life purpose through nature, ritual, and community. Penguin.