Introduction

This chapter introduces this book and specifies the main major themes discussed throughout the chapters. It unpacks the potential epistemic affordances of providing a platform for perspectives grounded in the ontologies, traditions of thought and sociocultural specificities of the Middle East and North Africa (MENA). It argues that interculturality can claim its relevance and significance only when the act of knowing is bound by the parameters that render knowledge meaningful to the people for/to whom it matters the most. The chapters present empirical studies and theoretical pieces that unravel how interculturality is understood and taught across the MENA. The chapters' theoretical frameworks are underpinned by various approaches toward interculturality which allows for probing into various aspects from different angles (curriculum, textbooks, students' experiences, teachers' perspectives, etc.). This chapter further emphasizes the importance of continuing to visibilize and draw on knowledges that are not necessarily mainstream and dominant. The MENA is increasingly assuming more impact and standing in international affairs, and this should be accordingly reflected in global knowledge production, circulation and consumption. Copyright © 2025 selection and editorial matter, Hamza R’boul; individual chapters, the contributors.