Abstract
Critical interculturality is a response to multiculturalism and pluriculturalism common in Latin America during the Constitutional reforms of the 1990s, which aimed to recognise indigenous and African descent peoples with their corresponding cultures and languages as equal members of a country. The aim of the chapter is to discuss how implementing critical interculturality in a BA programme by a combination of pedagogies fosters the recognition of diversity. Although this chapter is based on a Colombian experience, language policies focusing on the promotion of bilingualism (English–Spanish) have had similar effects across Latin America. This view of interculturality also echoes South Asian postcolonial positions as well as guidelines for language pedagogy based on critical and intercultural theories which nurtured this contribution.
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Granados-Beltrán, C. (2021). Promoting Understanding of Diversity by Taking a Critical Intercultural Stance. In: Banegas, D.L., Beacon, G., Pérez Berbain, M. (eds) International Perspectives on Diversity in ELT. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-74981-1_3
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