Pedagogy and diversity

In the current era, which has been described as the era of ‘late modernity’ or ‘post-modernity’, there is a tendency to highlight cultural diversity. In this context, where diversity tends to be seen as a self-interest, the debate on the concepts of ‘multiculturalism’ and ‘interculturalism’ is becoming increasingly acute. However, at this point a theoretical and methodological problem arises, since, while multiculturalism has defined its content and articulates its positions within a specific theoretical – epistemological framework, cultural relativism, the same is not true of interculturalism, which is composed of fragmentary positions and remains epistemologically ‘unfortified’. The above problematic is magnified even further in the field of education, as the term ‘intercultural education’ does not refer to a commonly accepted model of education, but encompasses a multitude of approaches. Moreover, while the term ‘intercultural education’ has recently tended to prevail in Europe, this is not the case in the Anglo-Saxon world, where the term ‘multicultural education’ is preferred, thus creating even more confusion. With the above problematic in mind, this study attempts to define the epistemological definition of intercultural education in the light of Critical Theory. Thus, drawing on the analyses of Critical Theory, theoretical and methodological issues such as modernity, post-modernity, the relationship of Critical Theory with intercultural education and cultural relativism, as well as a number of issues that concern intercultural education itself, such as education, culture, the subject, collectivities and the relationship of identity to otherness, are approached. Finally, the basic principles of Critical Intercultural Education are presented, which, as a result of the engagement of intercultural education with Critical Theory, is articulated as a discourse that is reflective, critical, radical and emancipatory.