Turning culture upside down: The role of transcultural education | Culture and communication in digital worlds

Author(s): Jerry Aldridge, Jennifer L. Kilgo, Lois M. Christensen

Year of publication: 2014

Keywords: Transcultural education, Multicultural education, Cultural individuality, Transdisciplinary teaming, Transformational culturing

Methodology/Sample: _/_

Reference: Aldridge, J., Kilgo, J. L., & Christensen, L. M. (2014). Turning culture upside down: The role of transcultural education. Social Studies Research and Practice, 9(2), 107–119. https://doi.org/10.1108/ssrp-02-2014-b0008

Abstract

This article explores the adoption of a transcultural education approach, rather than multicultural or intercultural education, and the implications this would have for educational practice. With the multiple issues associated with multicultural and intercultural education, the authors emphasize the need for a definitive definition of the term “transcultural” in the educational literature, as well as a new model of transcultural education. Addressed in the article are: (a) the contribution of transdisciplinary teaming to the definition and practice of transcultural education; (b) the meaning of “trans” in the term, transcultural; (c) a discussion of culture and individuality related to education; and (d) possible conclusions to facilitate dialogue regarding the future of transcultural education. Twelve vignettes are included to provide real world examples of the need for a paradigm of transcultural education.

> Summary

The article explores transcultural education as an alternative to multicultural and intercultural education.
It emphasizes the need for a clear definition of “transcultural” in educational literature.
The paper discusses the contribution of transdisciplinary teaming to transcultural education practices.
Five meanings of “trans-” in transcultural education are explored, including transferential and transformational.
Twelve vignettes illustrate real-world applications of transcultural education.

> Problem statement

The paper discusses the inadequacies of multicultural and intercultural education in addressing dominant social hierarchies and inequitable power distributions.
It emphasizes the need for a new model of transcultural education to address these issues effectively.
The paper highlights the persistent problems of gender discrimination related to religion that transculturalists must confront.
It critiques the failure of assimilationists, multiculturalists, and interculturalists to resolve educational problems through culture.
The authors argue that cultural education has focused too much on being products of culture rather than producers.

> Methods used

The paper explores a transcultural education approach, emphasizing its implications for educational practice.
Twelve vignettes are included to illustrate real-world examples of transcultural education needs.
The authors discuss the contribution of transdisciplinary teaming to transcultural education’s definition and practice.
The paper addresses the meaning of “trans” in transcultural education.
It also discusses culture and individuality in relation to education.

> Practical implications

The paper advocates for transcultural education as a necessary alternative to multicultural and intercultural education practices.
It emphasizes the need for a clear definition of “transcultural” in educational literature.
The article discusses the role of transdisciplinary teaming in enhancing transcultural education practices.
Twelve vignettes illustrate real-world applications and challenges of implementing transcultural education.
The implications include addressing cultural and individuality issues in educational settings.
The paper highlights the importance of recognizing and addressing gender discrimination within religious contexts.