Intercultural Education: Critical Perspectives, Pedagogical Challenges and Promising Practices


Cinzia Pica-Smith (Editor)
Associate Professor, Department of Human Services and Rehabilitation Studies, Assumption College, Worcester, MA, USA

Carmen N. Veloria (Editor)
Associate Professor, Director, Ed.D. Program, Sociology Department, Education Studies, Suffolk University, Boston, MA, USA

Rina Manuela Contini (Editor)
Expert in Welfare Theories, University of Chieti Pescara, Pescara, Italy

Series: Education in a Competitive and Globalizing World
BISAC: EDU048000

Intercultural Education: Critical Perspectives, Pedagogical Challenges and Promising Practices, co-edited by Cinzia Pica-Smith, Carmen N. Veloria and Rina Manuela Contini, is an edited volume that brings together scholars from across the globe who delve critically into the frameworks of interculturalism and intercultural education to go beyond the European context, to reorient our perspectives on the frameworks and engage in new conversations across various institutional contexts and countries.

The scholars in this volume explore and critique intercultural education on localized alliances, epistemologies, pedagogy, multi-sector collaborations, and language policies. Some scholars contextualize this phenomenon by acknowledging the on-going struggles for recognition, representation, and heritage language maintenance; while others write about the institutionalization that brings about warped narratives, produces challenges and tensions, and the interplay of power dynamics that impacts practice which is ultimately felt most by practitioners and students. Finally, authors move beyond this critique by working with diverse communities, expanding the dialogue to include multiple perspectives, and promoting the adaptation of indigenous practices in new ways.

The scholar-practitioners in this collection engage with the theory and practice of intercultural education to describe, interrogate, critique, and put forth recommendations for future iterations of policy and practice. They do not stop at historicizing, contextualizing, and problematizing the conceptual framework. These scholars go beyond analysis and provided us a roadmap to real-life possibilities for changes to the framework of intercultural education that will manifest in policy and curricula that will impact the institution of schools, translating, ultimately, into real-time change in the lives of children and their communities.
(Imprint: Nova)


Table of Contents

Table of Contents

(Cinzia Pica-Smith, Carmen N. Veloria, & Rina Manuela Contini)

(Maurizio Ambrosini)

Chapter 1. The Multiculturalism-Interculturalism Debate: An Interview with Tariq Modood
(Tariq Modood, Rina Manuela Contini and Cinzia Pica-Smith, Department of Sociology and Politics, and Director of University of Bristol Research Centre for the Study of Ethnicity and Citizenship, University of Bristol,

Chapter 2. Interculturality against the Mirror: A Critique from the Peruvian Experience
(Laura Alicia Valdiviezo, College of Education, University of Massachusetts-Amherst, Amherst, MA, US)

Chapter 3. At the Core of Intercultural Education: Recognition
(Paola Dusi, Department of Human Sciences, University of Verona, Verona, Italy)

Chapter 4. Intercultural Education Initiatives in Greece: A Critical Perspective
(Panagiota Sotiropoulou , Department of Geography and Environment, Loughborough University, Leicestershire, England)

Chapter 5. Turning Intercultural Education Upside Down: Deconstructing Its Global North to Global South Perspective
(Martha Montero-Sieburth, Amsterdam University College, Amsterdam, Netherlands)

Chapter 6. The Struggle for Creole in Education in Mauritius: Toward a Decolonial Interculturality
(Elsa Wiehe, Africa Studies Center, Boston University, Boston, MA, US)

Chapter 7. The Normalization of Political Violence in American History Textbooks: Interrogating the “Trail of Tears” Narrative
(Angela Bermudez and Alan Stoskopf, Center for Applied Ethics, University of Deusto, Biscay, Spain, and others)

Chapter 8. Intercultural Education in Post-Conflict Societies: Historical Narratives of the Breakup of Yugoslavia in Serbian High School History Textbooks
(Rodoljub Jovanović, Department of Social and Human Sciences, University of Deusto, Bilbao, Spain)

Chapter 9. De-Colonizing the Academy: Challenges, Tensions and Collaborations
(Chiara Carbone and Huia Jahnke, Department of Educational Sciences, Roma Tre University, Rome, Italy, and others)

Chapter 10. The French Case: Teacher Initiatives in a Difficult Context for Education to Prevent Intolerance in a Multiethnic Context
(Alessandro Bergamaschi and Catherine Blaya, Department URMIS, Université Côte d’Azur, France, and others)

Chapter 11. Power or Truth? The Role of Ancestral Knowledge in Contemporary Intercultural Transmission of Ethnomedicine among Forest Communities of Peru
(Adine Gavazzi and Anna Siri, UNESCO Chair in Anthropology of Health. Biosphere and healing systems, University of Genoa, Genoa, Italy)

Chapter 12. Intergroup Dialogue: A Promising Pedagogy for Critical Engagement across Race and Sexuality
(Nina Tissi-Gassoway, College of Education, University of Massachusetts Amherst, Amherst, MA, US)

Chapter 13. The Transformative Possibilities of Restorative Approaches to Education
(Carmen Veloria, Anna Bussu and Marit D. Murry, Department of Education, Suffolk University, Boston, MA, US, and others)


“This book offers an impressive geographical coverage of the ways intercultural education has been conceptualised, practiced and debated across the world. It critically assesses the potential and limits of interculturalism as a policy framework for governing diversity and as a pedagogical tool. A true reference for anybody interested in the central question of our time: how to live together in diversity?” – Marco Antonsich, Loughborough University, Loughborough, England


Intercultural education, interculturalism intergroup relations

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