6533b7d7fe1ef96bd1269130
RESEARCH PRODUCT
Reconceptualizing cultural literacy as a dialogic practice
Victoria J. CookFiona MaineTuuli Lähdesmäkisubject
Teaching methodmedia_common.quotation_subject050801 communication & media studiesContext (language use)new literaciesLiteracyEducation0508 media and communicationskulttuuridialogisuusPedagogyCultural literacySociologymedia_commonkulttuurienvälisyysDialogicdialogue4. Educationcultural literacy05 social sciencesNew literacies050301 educationSocial practiceIntercultural communicationkulttuuriperintöpedagogiikkaintercultural dialoguelcsh:L0503 educationlcsh:Educationdescription
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.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2019-01-01 | London Review of Education |