Introductory essay: eJournal of Public Affairs special issue on cultural competency pedagogy in public affairs education

Not everything that is faced can be changed; but nothing can be changed until it is faced.

—James Baldwin, “As Much Truth As One Can Bear,” January 1962

As guest editors, we welcome readers to this themed issue of the eJournal of Public Affairs highlighting perspectives and experiences in developing, implementing, and supporting cultural competency pedagogy in graduate public affairs programs to prepare emerging and current professionals in public-sector careers. As faculty members engaged in public affairs disciplines, we are committed to strategies designed to integrate cultural competency at various levels—in the communities we work with, in the institutions we teach in, and in our classrooms through pedagogy. We value the need for cultural competence, especially as major demographic, socioeconomic, and political shifts have brought into relief significant shortcomings in how various communities have been served and in the conception, design, implementation, and evaluation of public goods and services. However, with challenges come opportunities to critically evaluate and more comprehensively honor public values such as democracy, equality, and justice. Cultural competency provides both a pathway and a lens to accomplish this goal.