Reconceptualizing cultural literacy as a dialogic practice

Reconceptualizing cultural literacy as a dialogic practice

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 Bube...

Full description

Bibliographic Details
Main Authors: Fiona Maine, Victoria Cook, Tuuli Lähdesmäki
Format: Article
Language:English
Published: UCL Press 2019-10-01
Series:London Review of Education
Online Access:https://www.scienceopen.com/document?vid=2b7ed120-a683-4fa1-b057-7a4ab1e497f7
id doaj-65327d9d06e54ad591ac02f4218059f0
record_format Article
spelling doaj-65327d9d06e54ad591ac02f4218059f02020-12-16T09:45:59ZengUCL PressLondon Review of Education1474-84792019-10-0110.18546/LRE.17.3.12Reconceptualizing cultural literacy as a dialogic practiceFiona MaineVictoria CookTuuli LähdesmäkiCulture 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.https://www.scienceopen.com/document?vid=2b7ed120-a683-4fa1-b057-7a4ab1e497f7
collection DOAJ
language English
format Article
sources DOAJ
author Fiona Maine
Victoria Cook
Tuuli Lähdesmäki
spellingShingle Fiona Maine
Victoria Cook
Tuuli Lähdesmäki
Reconceptualizing cultural literacy as a dialogic practice
London Review of Education
author_facet Fiona Maine
Victoria Cook
Tuuli Lähdesmäki
author_sort Fiona Maine
title Reconceptualizing cultural literacy as a dialogic practice
title_short Reconceptualizing cultural literacy as a dialogic practice
title_full Reconceptualizing cultural literacy as a dialogic practice
title_fullStr Reconceptualizing cultural literacy as a dialogic practice
title_full_unstemmed Reconceptualizing cultural literacy as a dialogic practice
title_sort reconceptualizing cultural literacy as a dialogic practice
publisher UCL Press
series London Review of Education
issn 1474-8479
publishDate 2019-10-01
description 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.
url https://www.scienceopen.com/document?vid=2b7ed120-a683-4fa1-b057-7a4ab1e497f7
work_keys_str_mv AT fionamaine reconceptualizingculturalliteracyasadialogicpractice
AT victoriacook reconceptualizingculturalliteracyasadialogicpractice
AT tuulilahdesmaki reconceptualizingculturalliteracyasadialogicpractice
_version_ 1724381269138079744

Similar Items