Intercultural education: recalibrating meanings, objectives, and practices

Intercultural Education is often framed as relevant only in migration-related contexts. This article challenges that view, arguing that interculturality is a fundamental dimension of education in today’s complex and digitalised world. As unfamiliarity becomes ubiquitous, intercultural competence – understood as the ability to engage constructively with difference – has become essential. A dialogic attitude towards what is perceived as unfamiliar, or different is a core component of intercultural competence. However, this openness is often obstructed by deep-seated prejudices, rooted in racism and other ideologies of hierarchical valuation. Addressing these biases is essential, yet an essentialist understanding of cultural identity remains a major obstacle, as it oversimplifies identities and reinforces divisions. In contrast, an intersectional perspective allows for a deeper understanding of the complex matrix of power relations in which also all students and teachers are embedded. When grounded in intersectionality, Intercultural Education provides an ideal framework for fostering an inclusive transformation of education, actively engaging with the ‘inter’, facilitating dialogue while challenging discriminatory structures. By ensuring that everyone is acknowledged and valued and by employing (digital-based) methodologies to foster participatory learning environments, this framework becomes a powerful driver of change and responds to the call of SDG 4.7, positioning education as a key force for social transformation.