Uploaded by Aaron Sikanyika


Assessment Point 1
Tau Anderies Mathiba
Student number - R2005D10794159
Teaching and Learning Management - UU-EDU-710-ZM
Asiimwe Specioza
The purpose of this research is to provide to a study of intercultural education utilizing the
paradoxical proximity among inherent European as well as Latin American domains as a point of
reference. The author wishes to demonstrate that those viewpoints intersectionality as well as reestablishment concepts including such culture and ethnicity have almost the same consequences
in policies and programs to tackle diversity as well as, finished, that they strengthen social
development, government systems because they are on the Atlantic and also because of
supposedly various reasons. Intercommunication on the both parties.
The author could very well reveal which group identity are highly represented throughout the
intercultural education affiliating, as groups of people as such appear to already have gone out of
procedure, thanks to his critical review of the major academic achievements to the analysis of
cultural multiculturalism from both contexts as well as separate disciplines. Certain themes are
underlined that the author considers that reflecting on our own activities and their ramifications
is quite important. The fundamental achievement of aspect of the study research is to suggest a
new method to intercultural education, which, via anti-racist education, is structured within an
entire approach and builds on a human empowerment procedure. The authors suggest education,
which is not aimed at ability to overcome racism itself but at creating spaces for dialog purpose
of providing tools to overcome structural discrepant. While trying to avoid identification
assigned tasks that are not voluntary, since children live in an inequitable world of forms of
discriminatory discrimination on a daily basis. The concept therefore seeks to transcend
geographical factors.
The increasingly growing interaction between students in today's globalized society requires a
serious reconsideration in education of such controversial notions as intercultural. The (Weng,
2016)'s resource journal Intercultural in Education developed out of a critical perspective: A
theoretical and methodological toolbox is perhaps the most welcome solution to these pressing
needs. (Weng, 2016) Has made significant efforts to define and assess critically the theory of '
Intercultural,' the notions associated with culture, identity, including community. The journal
(Weng, 2016), which has seven chapter chapters attempts out enough to recreate the ideas
framework in which meanings are discussed. In this article. In Chapter 1, (Weng, 2016)
concentrates on the conceptualization of 'interculturalism' and argues that 'intercultural is
ideologically but instead of objective or descriptive inside this orthodox Marxist sense' (Coulby,
2006). Critical education and intercultural interaction establishing diversity discourse, fairness,
common objectives and rational-moral motivation. (Jagdish S. Gundara, 2008): (Bleszynska,
2008) Suggests that intercultural refers to a 'dominating, excluding, as well as prejudicing'
power, while others pretend because such a 'dominant, excluding and prejudicial' environment is
not present. In Chapter 2, (Weng, 2016) investigates three notions – culture, identity as well as
collectivity – to try to make them comprehend most accurately, explicitly, and unbiasedly when
dealing with intercultural in education. It advocates for a cultural approach that extends beyond
'solid' as well as delusional perceptions of national culture to address the ontological
underpinnings of the notion (p. 9). He contends that over-stressing the contrasts among "our"
cultures does not contribute to intercultural. (Weng, 2016) Also underlines the use of identity for
the study of intercultural, particularly in the processual and co-constructivist perspective.
Chapter 3 addresses five belief systems or misconceptions regarding intercultural in teaching
methods: globalization, variety, origin, "the same" as well as "local" contexts. (Weng, 2016)
Contends that these imaginaries are about to be contextualized as well as new significances are
constructed into them in the context of intercultural meetings in education.
Chapter 4 begins by discussing what "othering" corresponds to in psychology, sociology, as well
as educational discourses. Chapter 4 examines who is the other. In psychology, something other
is about self-confrontation; in sociology, something other refers to discourses that differentiate
the interactions between oneself and those of power. In education, something else has to be
freely acknowledged, banned or opposed, because it might lead to racism, sexism or even hate
(p. 46). (Weng, 2016) Blends two social constructivist views and explores the effects of power
differentials in order to investigate discourses of otherness.
Chapter 5 highlights the relevance of human rights in education as well as the
"counterhegemonic means" of tackling human rights in the field of interculturalism. (Weng,
2016) Thinks the most 'concealed' abuses of human rights to be unequal power relations,
differing treatment as well as various types of (p. 59).
In chapter 6, (Weng, 2016) restructures the idea of intercultural in education and offers the
prevalent paradigms relating to intercultural skills a thorough and critical examination (IC). He
says that these models represent an age of intercultural study and practice that does not meet the
basic educational aims of combating differences in hegemony, hierarchy and power (p. 78).
Therefore, he suggests a method of generating ICs for research and education to be metaanalyzed: 'solid' (p. 78). The "concrete" perspective to IC is constrained by the unchanging
identity of persons based on national cultural or language backgrounds. The idealistic (liquid)
strategy, led by the notion of 'diversity' stresses 'the hazards of non-essentiality, non-culturalism
notions since they conceal discrimination, strength and superiority discourses and might even
readily serve as apologies and alibis' (Gorski, 2009). In the direction of the post-intercultural
education of the teaching staff, the analysis of 'extreme' intercultural conversation (R'boul, 2021).
Because the aims of non-essentialism as well as non-culturalism could indeed finally be
achieved, it may be a wiser decision to use the (liquid) realistic method.
The last chapter, chapter 7, shows the difference between amateur interculturalists against
professional inter-culturalisms, who understand when to use 'regular' things as well as rely on
(Ledoux, 2003)to bring forth their fundamental perceptions and opinions (Roza Valeeva, 2017).
Intellectual Representations. New York: Vintage Books.) Intellectual representations. The Ten
Commandments that (Weng, 2016) brings up on the subject of intercultural in education
throughout this section reflect the main principles of all preceding chapters.
This journal tries to challenge the redactor as well as monopolistic understanding among these
terms and to provide new interpretative as well as critical techniques for the research on
intercultural communication by a critical position regarding ideas like culture, identity,
collectivity as well as culturally. Regarding social scientists, (Weng, 2016) recommends a
realistic (liquid) methodology to IC, where IC addresses contradictions, instability and
discontinuity. Knowing weaknesses allows people to analyze the interaction among themselves
and others and revisit their power relationships. (Weng, 2016) also argues that the present "IC
imagining industry" often wishes for people to be protected from discomfort by creating
"intercultural correctness" situations or educational subject matter that further takes away or
diverts attention them from serious conversations about structural inequality, persecution as well
as new forms of separation (p. 83). The (liquid) realistic view therefore goes beyond the simple
scheduled phases of IC formation, creating scenarios in which genuine intercultural meetings
take place.
(Weng, 2016) Says that interdisciplinary analyzes aid the development of IC. The effects of
gender variances may be investigated from a much more diverse viewpoint and the analyses of
intercultural meetings "individualized," without always generalized primarily because of
cultural/ethnic identification (p. 83). The existing IC models are too individualized according to
(Weng, 2016). IC is co-created in specific situations by people, so that discourse, when inter
cultural activities are carried out, must be important to each approach to IC as well as individual
viewpoints can indeed be discarded. Interdependence between Oneself and elsewhere is
examined (p. 84). (Weng, 2016) Additionally presents intriguing instances of identification,
othering, IC and so on, to handle the complexity of intercultural in education. These current
cases, which have been closely researched, relate readers to events and problems in the real
environment. The initially assumed challenges in each chapter assist people better comprehend
the tricky concepts as well as deepen their insight into the phenomenon undergoing
This journal, full of unique ideas, may well be a treasure chest with good teachings and values,
but also an encouragement to students, educators, academics and practitioners in most need of
original perspectives on intercultural as well as education. With social science limits and
functionalism approaching IC, critical viewpoints provide strong promise for the development of
new opportunities for intercultural study and training.
Bleszynska, K. M. (2008). Constructing intercultural education. Intercultural Education, 19(6),
Coulby, D. (2006). Intercultural education: theory and practice. Intercultural Education, 17(3),
Gorski, P. C. (2009). Intercultural education as social justice. Intercultural Education, 20(2), 8790.
Jagdish S. Gundara, A. P. (2008). Theoretical reflections on intercultural education. Intercultural
Education , 463-468.
Ledoux, Y. L. (2003). Preparing teachers for intercultural education. Teaching Education, 14(3),
R'boul, H. (2021). Disciplinary Literacy Connections to Popular Culture in K-12 Settings.
Interculturally Relevant Pedagogy, 21(2), 252-272.
Roza Valeeva, A. V. (2017). Intercultural Education from Russian Researches Perspective.
Procedia - Social and Behavioral Sciences, 237(21), 1564-1571.
Weng, C. Z. (2016). A theoretical and methodological toolbox. Interculturality in education,
11(2), 1-3 .