This paper reviews discourses on multicultural education and the concept of intercultural competencies in the European and Nordic country of Finland. We are interested in their present uses and perceptions by decision-makers, researchers, and also student teachers. Some prognosis for the future is made based on a short case study from art teacher education in this context. The case study represents an approach that replaces an understanding of intercultural competencies only grounded in knowledge with one, instead, grounded in criticality. In this way, the article represents an attempt to evaluate how intercultural competencies can and should be reconceptualised in global scholarship today.
|Tidskrift||International Journal of Multicultural Education|
|Status||Publicerad - 2012|
- 516 Pedagogik