Intercultural learning in diverse schools: obstacles, opportunities, and outlooks
Journal article, Peer reviewed
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Original versionProblemy Wczesnej Edukacji. 2018, 42 (3), 75-85. 10.26881/pwe.2018.42.08
The emergence in recent years of the concept of intercultural learning has raised questions about how the notion relates to a pedagogy that fosters openness, exploration, and critical thinking. In this article, the author provides a critical examination of a conventional understanding of intercultural learning to clarify its construction and to elucidate its instructional implications. Taking inspiration from the work of Nussbaum, Dewey, and Freire, the article suggests a different way of thinking than that of the conventional approach. Central to this alternative is a pedagogy that acknowledges students’ former experiences and competencies without making cultural predictions. Instead of reducing the process of understanding to a technical issue, this paper advocates the integration of intercultural learning in schools by connecting the curriculum to students’ lives and identities. This paper ends with a consideration of the future prospects of intercultural learning, suggesting more research on how intercultural learning actually takes place in schools and society.
This is an Open Access article published in the journal Problemy Wczesnej Edukacji/ Issues in Early Education The article can be found on publisher's pages by following this link: https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/1999