Teaching Interculturality 'Otherwise'

This edited volume focuses on the thorny and somewhat controversial issue of teaching (and learning) interculturality in a way that considers the notion from critical and reflexive perspectives when introduced to students.
Comprised of three parts, the book discusses the nuts and bolts of teaching interculturally, considers changes in the teaching of interculturality, and provides pedagogical insights into interculturalising the notion. It studies both teaching im-/explicitly about interculturality and how to incorporate interculturality into teaching practices or into an institution. By sharing varied cases and theoretical reflections on the topic, the editors and contributors from different parts of the world aim to stimulate more initiatives to enrich the field instead of delimiting it, especially in complement to and beyond the 'West' or 'Global North', and also to build up further reflexivity in the way readers engage with interculturality in education.
This will be a must-read for teachers and researchers of intercultural communication education at different educational levels, as well as anyone interested in scholarship on education for interculturality.

Chapter 3 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons 4.0 license.

?The edited volume represents a major conceptual breakthrough in engaging with the phenomenon of interculturality through critical, ?otherwise? perspectives. It has done a brilliant job in problematising many dominant and ?tired? views towards culture(s) and, at the same time, making a convincing case for the significant role of interculturality in education, society and decolonising knowledge. It is a must-read for anyone interested in intercultural learning.?

Zhu Hua, Director of International Centre of Intercultural Studies, IOE, University College London, UK

?Teaching Interculturality ?Otherwise? sheds much needed light??on different ways of conceptualising interculturality that is grounded in actual experiences of teachers, teacher educators and researchers who teach about this concept, implicitly or explicitly. The result is a splendid mosaic of insights from different teaching contexts (levels and geographical) which makes visible the complexity of teaching for and through interculturality. It convincingly shows the importance of letting the concept live, adapt and be questioned as it meets the challenges of dealing with difference in teaching practices, as well as in producing theory.?

Chantal Crozet, RMIT, Australia

??Teaching Interculturality Otherwise? will make you think differently about what you do and how you do it in your culturally-diverse classroom. It is a critical reflection of interculturality leading to the thought-provoking notion of intercultural education being intercultural, per se. For all of us working in the field across contexts, disciplines, and countries, interculturalising intercultural education adds on the debate about the ways to decolonise intercultural policies and practice.?

Christina Hajisoteriou, Associate Professor in Intercultural Education, University of Nicosia, Cyprus