ABSTRACT
The political understanding of culture may be problematic in which its dualistic frame of dominant and subdominant cultures could exclude the discourses of cultural diversity and inclusivity. This chapter reviews the dualistic frame to disclose its intrinsic limitation by comparatively analysing it from two perspectives, inter-individual interaction and inter-collective interaction in education. If cultural inclusivity promotes equal participation of all individuals and cultures in intercultural interaction, it is imperative that both Indigenous people and non-Westerners should actively and equally participate in the interaction. When inter-collective interaction is acknowledged and facilitated, non-dualistic approaches are possible, which cultures are assured of the same ontological positions at least, and social transformation is initiated towards cultural inclusivity. In a dualistic education system that promotes inter-individual interaction based on the deficit model, inter-collective interaction cannot be achievable unless the non-dualistic approach to intercultural interaction becomes prominent. In education, value creation through intercultural interaction is to create hegemonic pedagogical strategies.
