Recognition of otherness from an intercultural perspective: a strategic perspective from university educational environments
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Contemporary high education faces the urgent challenge to articulate quality, relevance, equity and the recognition of diversity within increasingly multicultural scenarios. This article derived from the thesis: "Intercultural Education from the curricular strengthening from high education", was developed from an empirical approach at Universidad de la Costa, in Barranquilla Colombia. It comes from the recognition of cultural diversity as a structuring value in educational environments. Its main purpose is to characterize the concept of the intercultural education, assumed by the socio-educational actors at this institution for the recognition of otherness, from a pluralistic and dialogical perspective. This research is developed from a recursive and intersubjective reality to interpret the language of isomorphism with an introspective and experiential approach within a socio-critical paradigm, applying the socio-praxis method supported by the tradition of action research (AR), micro ethnographies were used along with interviews structured for key subjects and a comparison with theoretical frameworks. As a result, the socio-educational actors identify the need to recognize the otherness as foundation of social justice in educational contexts, which drives the construction of global citizenship and epistemic justice.
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