ABSTRACT
In the previous chapter, methodology appeared as an important issue in which the theory of self-construal, the three worlds of knowledge construction, and the communicative action in the Lifeworld tend to neutralise values embedded in their methodological approaches. Such a tendency can restrict intercultural interaction to an epistemic frame, which ignores the fact that methodology is also culturally bound. For example, if teachers believe pedagogy as value-free and culture unbound, they unconsciously promote predefined values, as they are not free from professional responsibilities. Pedagogy is practised in line with values and norms, while instruction is concerned with knowledge and skills (Biesta & Miedema, 2002). Thus, without exploring underlying assumptions and values of pedagogy they have chosen or practised, teachers cannot achieve pedagogical innovation (I will argue this in Part III). Likewise, methodological appropriateness of intercultural interaction is needed, which will be done through a critical review of existing methodological approaches in education in this chapter.
