Reconceptualizing Cultural Literacy as a Dialogic Practice
Published version
Peer-reviewed
Repository URI
Repository DOI
Change log
Authors
Maine, Fiona https://orcid.org/0000-0001-9370-5920
Cook, Victoria https://orcid.org/0000-0001-7018-5221
Lähdesmäki, Tuuli
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 paper we reconceptualize cultural literacy 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.
Description
Keywords
dialogue, cultural literacy, new literacies, intercultural dialogue
Journal Title
London Review of Education
Conference Name
Journal ISSN
1474-8460
1474-8479
1474-8479
Volume Title
17
Publisher
UCL Institute of Education
Publisher DOI
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Sponsorship
European Commission Horizon 2020 (H2020) Societal Challenges (770045)
European Union’s Horizon 2020 Research and Innovation Programme under grant agreement No 770045