Intercultural Education

The Origin of Intercultural Education

The core idea of intercultural education, as it is understood today, is that the sense of belonging to a particular culture (not only in terms of ethnicity but also in a broader sense) and, consequently, sociocultural differences, as well as the resulting diversity and challenges regarding human communication, should not be neglected. These aspects are socially and pedagogically relevant and should therefore be analyzed and included in education. At the same time, the cultural and socioeconomic background of those participating (or not) in education should be taken into consideration. Intercultural education is inscribed in a paradigm shift that occurred roughly between the late 1960s and late 1970s, when major epistemological and methodological changes took place in the social sciences, namely the linguistic turn, the emergence of qualitative research, the development of ideas about cultural [Page 1213]relativism, feminism, and the links between social background and language use.

Intercultural education can be applied at all levels of formal and nonformal education and is appropriate for all age groups. Its primary aim is to train individuals to perceive and recognize linguistic and sociocultural diversity by increasing sensitivity to socially and ethnically based prejudice, conflict, and misunderstanding; xenophobia; and racism. Through appropriate educational content, methods, and activities such knowledge can be acquired and skills in intercultural communication can be improved. Intercultural competence also can be enhanced. This entry focuses on the formal educational system, especially the upper secondary level and higher education.

In most European countries the term intercultural education is quite prevalent, with the term multicultural education being more common in English-speaking countries, though this distinction is more formal than substantial. According to some authors, multicultural refers to cultures and their members living alongside one other, whereas intercultural emphasizes the dynamics of interaction. Despite some differences, multicultural education and intercultural education fall under the same pedagogical rubric and refer to a wide range of constantly evolving theoretical approaches and pedagogical recommendations that are all based on the idea of the equal value and recognition of different cultures. Many theorists agree that, within this framework of equality, cultural or ethnic minorities and migrants should be given special attention because, in practice, they are often subject to discrimination. Not acknowledging their social background and specific educational needs in striving toward equal treatment would only result in further discrimination.

As discrimination against cultural and ethnic minorities—whether as groups or as individuals—is often connected to their low socioeconomic status, that is, lack of education and prestige, recent approaches have emphasized that focusing solely on cultural or ethnic differences is not only insufficient but also distorting and even counterproductive. Such a focus implies essentialism and cultural reductionism. In an intercultural situation, migrants and minorities usually have less power than individuals and groups that belong to the majority; therefore, the relation between minorities and majorities is asymmetric. At the same time, one has to take into consideration that cultural differences, misunderstandings, and conflicts (as well as learning processes and experiences of mutual enrichment) can occur among members of majorities and also among members and groups of higher social classes and milieus. Thus, an intercultural education and pedagogy that focuses exclusively on migrants, cultural minorities, and members of groups with low social prestige is one sided and does not encompass all possible scenarios.

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