Teaching and Learning Culture

Negotiating the Context

  • Mads Jakob Kirkebæk
  • Xiang-Yun Du
  • Annie Aarup Jensen

Table of contents

  1. Front Matter
    Pages i-xiv
  2. Mads Jakob Kirkebæk, Xiang-Yun Du, Annie Aarup Jensen
    Pages 1-11
  3. Mads Jakob Kirkebæk
    Pages 13-25
  4. Niels Erik Lyngdorf, Ulla Egidiussen Egekvist, Xiang-Yun Du, Jiannong Shi
    Pages 27-41
  5. Youjin Ruan, Xiang-Yun Du
    Pages 43-60
  6. Mads Jakob Kirkebæk, Rui Bao
    Pages 61-78
  7. Emanuela Marchetti
    Pages 129-144
  8. Rasmus Gjedssø Bertelsen, Dai Ying, Greta Solinap
    Pages 145-162
  9. Mads Jakob Kirkebæk, Xiang-Yun Du, Annie Aarup Jensen
    Pages 163-167
  10. Back Matter
    Pages 169-177

About this book


This book is based on educational research conducted by researchers from the Department of Learning and Philosophy and the Confucius Institute for Innovation and Learning at Aalborg University. Empirically, it reports on different approaches to teaching and learning of culture, including a student-centered task-based problem-based learning (PBL) approach, a digital technology-supported approach and more. It also reports on how, when teaching and learning culture, teachers’ professional identity and the informal teaching and learning environment impact the teaching and learning of culture in different educational settings from primary school to university. A central theme in the book is the power of context. The studies illustrate in multiple ways, and from different angles, that “culture is not taught in a vacuum or learned in isolation”, but may be influenced by many factors both inside and outside the classroom; at the same time, culture also influences the context of the learning. The context may be “invisible” and hide itself as tacit knowledge or embedded values, or it may be very visible and present itself as a fixed curriculum or an established tradition. No matter what forms and shapes the context takes, the studies in this book strongly indicate that it is essential to be aware of the power of context in teaching and learning culture in order to understand it and negotiate it. This book suggests that teachers should not try to limit or avoid contextual influences, but instead, should explore how the context may be integrated into and used constructively in the teaching and learning of culture. This allowance of context in the classroom will allow for teachers, students, subjects and contexts to enter into a dialogue and negotiation of meaning that will enrich each other and achieve the established goal – acquisition of cultural awareness and intercultural understanding.


Denmark context intercultural understanding task-based approach culture teaching and learning

Editors and affiliations

  • Mads Jakob Kirkebæk
    • 1
  • Xiang-Yun Du
    • 2
  • Annie Aarup Jensen
    • 3
  1. 1.Department of Learning and PhilosophyAalborg UniversityDenmark
  2. 2.Department of Learning and PhilosophyAalborg UniversityDenmark
  3. 3.Department of Learning and PhilosophyAalborg UniversityDenmark

Bibliographic information