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Intercultural Education as Dialogue Between Knowledge Systems: Elements of a Theoretical Framework.

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Title: Intercultural Education as Dialogue Between Knowledge Systems: Elements of a Theoretical Framework.
Authors: El-Hani, Charbel N.1,2 (AUTHOR) charbel.elhani@gmail.com, Ludwig, David3 (AUTHOR)
Source: Science & Education. Oct2025, Vol. 34 Issue 5, p2797-2844. 48p.
Subject Terms: *Multicultural education, *Science education, *Educational innovations, *Conversation, *Instructional systems, Theorists
Abstract: In this paper, we discuss elements of a theoretical framework for intercultural education as dialogue between knowledge systems, both in general terms and in the specific domain of science education. This framework synthesizes outcomes of theoretical and philosophical studies with contributions from practical experiences in artisanal fishing communities, also involving collaborative work with primary education teachers for developing and investigating educational innovations within a community of practice. Three central ideas from this framework constitute the core of the paper: an interpretation of the intercultural attitude in pluralist pragmatist terms; an understanding of intercultural education as a dialogue that involves translation as a creative, meaning-making act; and the partial overlaps approach, as a way of considering both approximations and differences between knowledge systems in three domains: epistemological, ontological, and axiological [ABSTRACT FROM AUTHOR]
Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Intercultural Education as Dialogue Between Knowledge Systems: Elements of a Theoretical Framework.
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  Data: <searchLink fieldCode="JN" term="%22Science+%26+Education%22">Science & Education</searchLink>. Oct2025, Vol. 34 Issue 5, p2797-2844. 48p.
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  Data: In this paper, we discuss elements of a theoretical framework for intercultural education as dialogue between knowledge systems, both in general terms and in the specific domain of science education. This framework synthesizes outcomes of theoretical and philosophical studies with contributions from practical experiences in artisanal fishing communities, also involving collaborative work with primary education teachers for developing and investigating educational innovations within a community of practice. Three central ideas from this framework constitute the core of the paper: an interpretation of the intercultural attitude in pluralist pragmatist terms; an understanding of intercultural education as a dialogue that involves translation as a creative, meaning-making act; and the partial overlaps approach, as a way of considering both approximations and differences between knowledge systems in three domains: epistemological, ontological, and axiological [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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