The perception of culture prevailing in the literature on international and intercultural education is often too limited to be effectively utilized by educators who wish to embrace the diversity in their classrooms. Only by reimagining the notions of ‘culture’ and ‘cultural diversity’ and by liberating them from the rigidities of dominant sociological models can we start adopting approaches to teaching culture in ways that genuinely prepare students for a culturally amorphous and diverse world.
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