348
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Reconceptualizing cultural literacy as a dialogic practice

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          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.

          Related collections

          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
          Product
          Categories
          General Articles

          Comments

          Comment on this article

          London Review of Education
          Volume 17, Issue 3

          Similar content 461