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Knowledge, curriculum and dialogue in a pluricultural context: surfacing marginalised voices in internationalised schools and universities

Montgomery, C.

Authors



Abstract

Some forms of knowledge are marginalised and excluded from international education in schools and universities. Western knowledge or the knowledge of the Global North usually dominates and this is particularly significant in a pluri-cultural pedagogic context. In elite contexts Western knowledge systems are prone to dominate and therefore we need ways of teaching in these contexts that allow alternative voices to be heard. Dialogic education provides us with an opportunity to rethink curriculum and pedagogy and could enable a more equal, polyphonic environment to emerge. This article considers how we can achieve a pluri-cultural educational context where many forms of knowledge and learning are valued.

Citation

Montgomery, C. (2021). Knowledge, curriculum and dialogue in a pluricultural context: surfacing marginalised voices in internationalised schools and universities

Journal Article Type Article
Publication Date 2021
Deposit Date Oct 7, 2021
Journal Research in Practice
Peer Reviewed Peer Reviewed
Volume 7
Pages 4-13
Related Public URLs https://www.ecolint-institute.ch/sites/default/files/resources/research_journal_spring_2021_0.pdf