Intercultural Education and the Global-Local Context: Critiquing the Culturalist Narrative

Autor/in	Bash, Leslie
Titel	Intercultural Education and the Global-Local Context: Critiquing the Culturalist Narrative
Quelle	In: Issues in Educational Research, 22 (2012) 1, S.18-28 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Multicultural Education; Cultural Pluralism; Resource Allocation; Global Approach; Local Issues; Context Effect; Cultural Context; Theory Practice Relationship; Educational Philosophy; Educational Practices; Social Integration; Social Attitudes; Concept Teaching; Fundamental Concepts; Educational Strategies; Educational Objectives; Criticism; Educational Research; Educational Environment; Decision Making; Well Being; Group Dynamics; Intercultural Communication + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Kulturpluralismus; Ressourcenallokation; Globales Denken; Theorie-Praxis-Beziehung; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Soziale Integration; Social attidude; Soziale Einstellung; Grundlagenplan; Konzept; Lehrstrategie; Educational objective; Bildungsziel; Erziehungsziel; Kritik; Bildungsforschung; Pädagogische Forschung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Decision-making; Entscheidungsfindung; Well-being; Wellness; Wohlbefinden; Gruppendynamik; Interkulturelle Kommunikation
Abstract	Theory and practice in intercultural education remain problematic as they continue to reflect the tensions between universalistic and particularistic agendas. Particularism is manifested in a culturalist narrative which is mired in a failure to subject relativistic postmodernism to adequate critique. At the same time, universalism is frequently displayed in an attachment to utopian globalism which denies social complexities, divisions and inequalities. This has resulted in conceptualisations of intercultural education which are either wedded to an uncritical multiculturalism or to a futuristic universe of cultural unity. If intercultural education is to involve the mutual legitimation of collective existence it must focus on the concerns of young people as experienced in their immediate relationships. As such, it moves away from reified notions of cultural identity towards the realism of multiple identities, localised tensions, conflicts and affiliations. In addition, this alternative approach places critical engagement and the pursuit of justice at the centre of intercultural education. In this way, connections between the local and the global can be explored on the basis of an agenda based on the assumption of material and other inequalities which may be diverge from conventional cultural, ethnic and national contexts. Thus, intercultural education directs its attention to such issues as: resource allocation, the environment, collective decision-making, and social welfare. Above all, a central aspect of this approach is the application of reasoned enquiry in the process of communication and intercultural dynamics in the educational context. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10