ABSTRACT
The focus of this final analysis chapter is to reflect on colleagues’ perspectives on culture and culture teaching, creating additional space to listen to the voices of ULTRs in order to better understand their diverse realities. In this chapter we also assess to what extent these perspectives align or not with the LCE literature examined in earlier chapters. We consider the thorny issue of what constitutes ‘teachable’ cultural knowledge, whilst positing the notion of ‘critical cultural knowledge’ as student empowerment. We also reflect on colleagues’ feelings of dissatisfaction and illegitimacy regarding culture and intercultural language teaching. Here our concluding remarks call for a professional conversation on what a critical, intercultural and activist orientation for tertiary LCE curriculum and pedagogy in an Australian context could involve.
