Globalization has often been heralded as a positive force for society, especially because of the possibility of enabling previously disconnected parts of the world to interface with one another. It has brought about new ways of communicating, of understanding people, and of benefiting economically.
However, the recent International Educational Frontiers Conference’s plenary speaker, Dr. Christine Halse, also emphasized that globalization has brought about huge disparities in wealth, “with some experiencing great poverty to others being ‘crazy rich Asians’.”
Dr. Halse is chair professor at the Education University of Hong Kong.
She proposes that one important way to move forward in terms of alleviating these inequalities is intercultural education, particularly for social justice and community cohesion.
Schools and workplaces, where people feel a greater sense of belonging and appreciation of diversity, are also the very places that create positive and cohesive school environments. They become safe spaces for people to share their ideas and learn from one another. They also help improve students’ academic and extra-curricular performance.
In her keynote, Dr. Halse makes an important distinction between the intercultural and the multicultural, with the former emphasizing the primacy of dialogue and the intersection of cultures. Intercultural education is not just a celebration of different cultures, but is also an acknowledgement of the interrelationship among these different cultures. We can learn from from other cultures.
Intercultural dialogue is, therefore,, a “process of working collaboratively to develop new ways for diverse groups to live together; it is essential for conflict management and the development of a sense of belonging.”
Aside from promoting dialogue among people of different cultures, intercultural education is also about creating an environment where people are encouraged to share and celebrate their culture. By culture, Halse is not talking simply about one’s ancestry (Filipino, Chinese, Australian, etc.) since she defines culture as including both the material and intangible facets, norms, ideals, and values of group. Thus, each group will have its own “culture” that needs to be recognized and appreciated.
In Philippine society, then, intercultural education can come in the form of people from different social classes or belief traditions being able to sit down and dialogue with each other about their similarities and differences, as well as the challenges and opportunities that arise from their interaction
What helps in promoting intercultural education? Dr. Halse suggests two: First, school leadership must believe in the importance of this type of education. Unless school leaders champion intercultural education, it will not take off. Second, teachers have to be professionally equipped to teach and facilitate intercultural education among students.
During the Open Forum, Dr. Halse spoke about the importance of popular culture and creating a new narrative given the prevailing narrative of fear and anxiety resulting from the current political discourse. There is a need for us to create a narrative of hope where people can work together rather than avoid risks because of fear and suspicion.
Creating this narrative of hope is the challenge facing educators today who genuinely aspire to promote dialogue and intercultural understanding.