Fueled by popular, political and academic discourses around the “failures” of multiculturalism, interculturalism has emerged as a contemporary solution to “manage” diversity in multiethnic contexts. In the European context its foundational principles are that by valuing diversity, engaging in intergroup dialogue and fostering social cohesion, pluralism is possible. Informed in a neoliberal ideology intercultural education supports students to acquire the “skills” for a global citizenship that include: intercultural competence, to participate in a global economy. Yet, Intercultural Education has had critical, anti-colonial, and transformative roots in other parts of the globe. Indigenous communities in Latin America have long traditions of interculturalities. Even in the United States, immigrant communities in the 1930s led grassroots intercultural education projects to push back against assimilationists mainstream education practices in U.S. public schools. Thus, there is a bigger story to tell about Intercultural Education than the ubiquitous narrative that is put forth by the European Union and the European Documents.

The editors of the forthcoming book title: Intercultural Education: Critical Perspectives, Promising Practices and Contentious Challenges, are pleased to invite you to submit an abstract for consideration. The objective of the book is to delve into this topic by exploring diverse perspectives which critically explore the tensions, contradictions and possibility of this framework. We hope to garner critical chapters on the conceptual issues related to the frameowork. We hope practitioners will share promising pedagogical challenges as well as promising practices that warrant critical exploration and discussion.

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