Health care in the twenty-first century is delivered within a context of increasing ethnic diversity, but diversity cannot be divorced from inequities in access to health. Providing equitable access to health care in ethnically diverse societies is not just a matter of what members of the dominant culture do with the 'others' but what they do with 'themselves'. Cultural safety as opposed to cultural competence requires health professionals who can reflect on themselves and their practices. 'Unlearning' pre-conceptions may be just as important as learning new knowledge and skills. There is evidence that students can commit to addressing health inequity in theory at least. Equipping them with the skills and practices to effectively do so requires more debate, discussion and research.
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