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

Abstract

Universities fail to offer equitable learning experiences for their diversestudents. At the same time, the value of diverse student identities andperspectives remains largely unrealized. In a globalising higher educationcontext, these issues are exacerbated while the post-national university isincreasingly complicit in advancing the neoliberal project and neglecting itspotential to enable its diverse students to enhance social justice locally andglobally. Although much current practice in outcomes-based highereducation contributes to each of these processes, its underpinning theoriesof learning and its design features are compatible with more expansive andinclusive aspirations. Drawing upon critical and culturally relevantpedagogies, this article presents principles for the development of “criticalintercultural practice” to empower all students in and for a multiculturalglobalizing world.