Journal article Open Access

Critical Intercultural Practice: Learning in and for a Multicultural Globalizing World

David Killick


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  <identifier identifierType="DOI">10.5281/zenodo.1254605</identifier>
  <creators>
    <creator>
      <creatorName>David Killick</creatorName>
      <affiliation>Leeds Beckett University, UK</affiliation>
    </creator>
  </creators>
  <titles>
    <title>Critical Intercultural Practice: Learning in and for a Multicultural Globalizing World</title>
  </titles>
  <publisher>Zenodo</publisher>
  <publicationYear>2018</publicationYear>
  <dates>
    <date dateType="Issued">2018-05-28</date>
  </dates>
  <resourceType resourceTypeGeneral="Text">Journal article</resourceType>
  <alternateIdentifiers>
    <alternateIdentifier alternateIdentifierType="url">https://zenodo.org/record/1254605</alternateIdentifier>
  </alternateIdentifiers>
  <relatedIdentifiers>
    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsVersionOf">10.5281/zenodo.1254604</relatedIdentifier>
    <relatedIdentifier relatedIdentifierType="URL" relationType="IsPartOf">https://zenodo.org/communities/8-3-2018</relatedIdentifier>
  </relatedIdentifiers>
  <rightsList>
    <rights rightsURI="http://creativecommons.org/licenses/by/4.0/legalcode">Creative Commons Attribution 4.0 International</rights>
    <rights rightsURI="info:eu-repo/semantics/openAccess">Open Access</rights>
  </rightsList>
  <descriptions>
    <description descriptionType="Abstract">&lt;p&gt;Universities fail to offer equitable learning experiences for their diverse students. At the same time, the value of diverse student identities and perspectives remains largely unrealized. In a globalising higher education context, these issues are exacerbated while the post-national university is increasingly complicit in advancing the neoliberal project and neglecting its potential to enable its diverse students to enhance social justice locally and globally. Although much current practice in outcomes-based higher education contributes to each of these processes, its underpinning theories of learning and its design features are compatible with more expansive and inclusive aspirations. Drawing upon critical and culturally relevant pedagogies, this article presents principles for the development of &amp;ldquo;critical intercultural practice&amp;rdquo; to empower all students in and for a multicultural globalizing world.&lt;/p&gt;</description>
  </descriptions>
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