Moving forward with intercultural preparation for all in higher education

Le résumé fourni par la source

This chapter synthesises the insights from the preceding chapters to outline a potentially transformative vision for intercultural preparation in higher education. It reflects on the critical need to move beyond traditional, competence-based approaches and Western-centric frameworks, advocating for a more inclusive, glocal and reflexive strategy. By examining diverse contexts in China and Finland, the book has demonstrated the importance of addressing power dynamics, ideological influences and epistemic inequalities across contexts. The conclusion emphasises the necessity of redefining interculturality to encompass diverse realities and foster (changing) equitable and inclusive theoretical and methodological underpinnings and practices. At the end of the chapter the author calls for a future where intercultural preparation is not just a component but a core principle of higher education, empowering all educators and students to navigate an increasingly interconnected and yet confused world. Looking at oneself in the mirror of ideology, discourse and glocality is proposed as one of the ways of avoiding sloganising, forcing students and teachers into closed (ethnocentric) ideological silos (e.g., culturalism, non-essentialism, democratic culture) or blinding them in front of the diversity of positions on, for example, ‘self-other’ and the complex and contradictory realities of today’s world.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.