ABSTRACT
This chapter aims to introduce a theoretical background to the structures that privilege certain geopolitical and body political locations over others. It explains what forms of epistemology are privileged in intercultural education. There are three dominant strands within the field of research on intercultural education which all demonstrate a general lack of consideration for the epistemological dimensions underpinning it. The first category contains normative approaches that assert the value of interculturality for business communication; the construction of national and regional identities; inter-religious dialogues; language learning and foreign aid. The second major theme of research on interculturality is the investigation of the ways in which the concept of interculturality is translated into concrete practice. Whether or not this is a direct consequence of the rising prestige of interculturality, a third category of studies encompasses critical interventions that hasten to point out the sparse quantity of critical studies of the concept.
