Maine, F.;
Cook, V.;
Lähdesmäki, T.;
(2019)
Reconceptualizing cultural literacy as a dialogic practice.
London Review of Education
, 17
(3)
pp. 383-392.
10.18546/LRE.17.3.12.
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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.
| Type: | Article |
|---|---|
| Title: | Reconceptualizing cultural literacy as a dialogic practice |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.18546/LRE.17.3.12 |
| Publisher version: | https://doi.org/10.18546/LRE.17.3.12 |
| Language: | English |
| Additional information: | ©Copyright 2019 Maine, Cook and Lähdesmäki. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | CULTURAL LITERACY; DIALOGUE; INTERCULTURAL DIALOGUE; NEW LITERACIES |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10088216 |
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