Critical reasoning for social justice: moral encounters with the paradoxes of intercultural education

Date

2009-07-01

Author

Tochon, Francois V.
Karaman, Abdullah Cendel

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

181
views

0
downloads

The concepts and goals that are relied on in intercultural development programs have not been clearly situated in the social contexts of education. ‘Steps’ and ‘strategies’ are applied with varied interpretations to different subject areas. In preparing individuals for encounters with cultural otherness, these approaches often fall short. This article investigates the paradoxical terms of intercultural development and re‐conceptualizes intercultural reasoning within moral and critical dimensions of education. The critical‐interpretive systems approach is applied in proposing the agenda for intercultural reasoning in societies, an agenda that targets social justice. The article also highlights the shortcomings of reductionist and instrumentalist approaches across disciplines. In conclusion, the urgency of defining and uniting around a morally valid intercultural perspective emerges.

Subject Keywords

Intercultural reasoning, Intercultural education, Critical systems, Moral transformation, Agency, Social justice

URI

https://hdl.handle.net/11511/43900

Journal

Intercultural Education

DOI

https://doi.org/10.1080/14675980902922168

Collections

Department of Foreign Language Education, Article

Suggestions

OpenMETU
Core

SEEKING SOCIAL JUSTICE IN THE EDUCATION REFORMS OF THE JDP: A STUDY ON TRANSITION TO HIGHER EDUCATION IN TURKEY Kalaycıoğlu, Beste; Bayırbağ, Mustafa Kemal; Department of Political Science and Public Administration (2022-2) This study examines the educational reforms implemented in the JDP period in terms of social justice demand with a specific focus on the transition to higher education policies. It has been claimed that since the beginning of the 2000s, when policy-making practices were reshaped by neoliberalism, the application of populist discourse and an incremental policy-making model together marked the reforms implemented in the field of education in Turkey. The main motivation of the study is to question whether it i...
Achieving Education for Sustainable Development (ESD) in Early Childhood Education Through Critical Reflection in Transformative Learning Feriver, Şebnem; Olgan, Refika; Teksöz, Gaye (Springer, Cham, 2019-08-01) The central role of education in creating a more sustainable future has been already recognized by educators and policy-makers alike. This chapter argues that this can only be truly achieved through the efforts of teachers in implementing an “education of a different kind,” a general educational shift that seeks to encompass a converging transformation of the priorities and mindsets of education professionals. In this regard, the professional preparation of teachers, as the leading actors in shaping childre...
Differentiated Function of School in Socio-Culturally Disadvantaged Context: A Constructivist Grounded Theory Study from Turkey Caliskan, Zuhal Zeybekoglu; Simsek, Hasan; Kondakçı, Yaşar (2017-09-01) This study analyses the functioning of a school as a social system in an atypical context with the purpose of generating propositions to tackle educational problems confronted by socially and economically disadvantaged groups attending these schools. Adopting the constructivist grounded theory, the analysis suggests that there is a kind of “vicious cycle” in the functioning of this atypical school, which adversely affects the school system. Breaking the vicious cycle involves five basic propositions: (1) ma...
Challenges of Chinese and European Universities in the Modernization and Global Context Zayim Kurtay, Merve (Springer Science and Business Media LLC, 2019-06-01) Higher education systems need to increasingly transform in order to face new challenges of society in a modern and global context. Both Europe and China are facing challenges in restructuring their higher education systems and embracing the potential for higher education to deliver innovative teaching and learning as well as social and economic services for a changing society. This paper analyses the challenges to European and Chinese universities today and elaborates on the implications of these challenges...
Symposium: ICT4D and the learning sciences Evans, Michael A.; Johri, Aditya; Glasson, George E.; Çağıltay, Kürşat; Pal, Joyojeet; Sorcar, Piya (null; 2008-06-28) Over the last two decades, the learning sciences have contributed immensely to curricula-based learning in formal environments. Recently, there is an increased emphasis on learning that occurs outside formal institutions, especially through the use of technology. Design experiments and design-based research have resulted in several innovations and in an overall conception of designing and researching new learning environments. Not surprisingly, technology has been a critical component of research and teachi...

Citation Formats

F. V. Tochon and A. C. Karaman, “Critical reasoning for social justice: moral encounters with the paradoxes of intercultural education,” Intercultural Education, pp. 135–149, 2009, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/43900.