Citation

Lim L, Renshaw P. J. Child Fam. Stud. 2001; 10(1): 9-21.

Copyright

(Copyright © 2001, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1023/A:1016625432567

PMID

unavailable

Abstract

The phenomenal growth of information technology and globalization promises a future where education about diversity and difference will be very significant. In this information age where existing knowledge and technology are constantly being replaced in an ever changing interdependent global environment, the fundamentals of education are also changing. Education will focus on building new knowledge rather than passing on existing knowledge. The increasing interconnectedness between cultures and their concomitant intermixing as a result of globalization requires that pedagogies about cultural diversity also focus on creating new knowledge and meanings about cultures as they change. In this article, we discuss sociocultural theory as an alternative educational pedagogy that situates the teaching and learning of cultural diversity within rapidly changing local and global conditions. We argue that features of this theory are especially relevant to providing a guiding pedagogy for valuing difference in inclusive environments. We engage the literature on cross-cultural communication and collaboration between culturally diverse professionals and parents of children with disabilities to illustrate sociocultural perspectives on conceptualizing cultural differences and their interaction, and the possibilities for creating culturally inclusive partnerships and communities.