Conceptualising a holistic model of transcultural lifelong learning

Abstract

Ever-increasing transnational mobility across borders and the multidimensional cultural representations and identities involved are leading to transculturalism as a new way of being and learning where individuals interact with each other in a culturally dynamic environment. Embracing transculturalism in education calls for integration of new concepts and approaches in lifelong learning that promote active participation, adaptation and interaction. To this end, this article examines transcultural lifelong learning as a holistic model for human development that involves inquiry, framing and positionality, all of which challenge our taken-for-granted frames of reference and expand our worldviews. The qualitative study presented here also explored how educators and learners develop cognitive, emotional and social qualities helping them to navigate culturally diverse environments. The findings demonstrate how engaging in dialogue and critical reflection that inform our actions might serve as a catalyst for positive social change and transformation. The study also reveals that implementing a holistic model of transcultural lifelong learning can create a more inclusive environment for lifelong learning without opposing cultural, national and ethnic binaries. In effect, a framework of transcultural lifelong learning has the potential of opening new horizons of cultural interaction and active participation in an increasingly diverse learning environment in the age of transnational migration.