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


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Ministry reporting: Yes

Reporting Year: 2019

JUFO rating: 1


Last updated on 2022-14-09 at 11:57