Interculturally relevant pedagogy: Developing contemporary approach

Research output: Chapter in Book/Report/Conference proceedingChapters

4 Citations (Scopus)


Although culturally responsive pedagogy has been geared towards students' cultures, interests, and needs, it does not meaningfully consider intercultural communication dynamics that are always existing in almost all classrooms, especially highly multicultural ones. This assumption is problematized by the current academic discussion on individuals' tendency to oscillate between different identities/cultures and the significance of intersubjectivity in the epistemological complexity of interculturality. This chapter makes a case for interculturally relevant pedagogy as an educational approach that recognizes the importance of considering students' cultures while emphasizing intercultural communication in K-12 classrooms procedures with the aim of simultaneously attaining social justice and scholastic achievement. It argues for the plausible need of integrating popular culture in order to present sociopolitical realities and accordingly enable students, along with teachers' guidance, to critically question the current power imbalances and the cultural hegemony of dominant group. Copyright © 2021 IGI Global.

Original languageEnglish
Title of host publicationDisciplinary literacy connections to popular culture in K-12 settings
EditorsLeslie HAAS, Jill TUSSEY
Place of PublicationHershey PA
PublisherIGI Global
ISBN (Electronic)9781799847229
ISBN (Print)9781799847212
Publication statusPublished - 2021


R'boul, H. (2021). Interculturally relevant pedagogy: Developing contemporary approach. In L. Haas & J. Tussey (Eds.), Disciplinary literacy connections to popular culture in K-12 settings (pp. 252-272). Hershey PA: IGI Global.


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