Embracing intercultural dialogue through Otherness can enable higher education institutions to ethically address intercultural issues in local communities facing globalization. Strategies such as the anglicization of the curriculum rarely address interculturality as they overlook its complex and polysemic nature. To shed light on this problem, we drew on intercultural education from a decolonial perspective to study the English program of a Colombian university that promotes internationalization from a territorial perspective. The research strategies included document analysis of 15 communicative tasks, English language faculty’ narratives, and students’ artifacts. To commit to decoloniality, we intertwined these strategies through diálogo de saberes (knowledge dialogues methodology) seminars with faculty. The findings suggest that the tasks openness to diversity and inclusion might contribute to intercultural dialogue but the subtle ways in which they reproduce colonial ideologies hamper it by impeding Otherness. This finding implies the need for decolonial professional development and further research.
Montoya et al. (Fri,) studied this question.