Reconceptualizing cultural literacy as a dialogic practice
Maine, F., Cook, V., & Lähdesmäki, T. (2019). Reconceptualizing cultural literacy as a dialogic practice. London Review of Education, 17(3), 383-392. https://doi.org/10.18546/LRE.17.3.12
Published inLondon Review of Education
© 2019 the Authors
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,
PublisherUCL IOE Press
Publication in research information system
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Related funder(s)European Commission
The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Additional information about fundingThis project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 770045.
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