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      Reconceptualizing cultural literacy as a dialogic practice

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            Abstract

            Culture and heritage are plural and fluid, continually co-created through interaction between people. However, traditional monologic models of cultural literacy reflect a one-way transmission of static cultural knowledge. Using the context of a large European project and augmenting the work of Buber with models of literacy as social practice, in this article cultural literacy is reconceptualized as fundamentally dialogic. We argue that cultural literacy empowers intercultural dialogue, opening a dialogic space with inherent democratic potential. Considering implications for the classroom, we outline how a dialogic pedagogy can provide a suitable context for the development of young people's cultural literacy.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            UCL IOE Press
            1474-8460
            01 November 2019
            : 17
            : 3
            : 383-392
            Article
            1474-8460(20191101)17:3L.383;1- s12.phd /ioep/clre/2019/00000017/00000003/art00012
            10.18546/LRE.17.3.12
            2b7ed120-a683-4fa1-b057-7a4ab1e497f7
            Copyright @ 2019
            History
            Categories
            General Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            INTERCULTURAL DIALOGUE,NEW LITERACIES,CULTURAL LITERACY,DIALOGUE

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