A1 Journal article (refereed)
Reconceptualizing cultural literacy as a dialogic practice (2019)
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
JYU authors or editors
Publication details
All authors or editors: Maine, Fiona; Cook, Victoria; Lähdesmäki, Tuuli
Journal or series: London Review of Education
ISSN: 1474-8460
eISSN: 1474-8479
Publication year: 2019
Volume: 17
Issue number: 3
Pages range: 383-392
Publisher: UCL IOE Press
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.18546/LRE.17.3.12
Publication open access: Openly available
Publication channel open access: Open Access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/77264
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,
Keywords: culture; cultural heritage; interculturalism; dialogicality; pedagogy
Free keywords: cultural literacy; dialogue; intercultural dialogue; new literacies
Contributing organizations
Related projects
- Dialogue and Argumentation for cultural Literacy Learning in Schools
- Lähdesmäki, Tuuli
- European Commission
Ministry reporting: Yes
Reporting Year: 2019
JUFO rating: 1