ABSTRACT
In this chapter, the author discusses her take on interculturality in education – a notion that is not used in her field – especially through the lens of ‘interculturalising interculturality’ (Dervin & Jacobsson, 2022). Recounting her experiences as a teacher educator in different parts of the US and in Zimbabwe, Kralovec problematises the notion by reviewing how she was made aware of and used several paradigms related to, e.g., diversity and multiculturalism in her practice throughout her 50-year career. The chapter also examines interculturality for teacher education, arguing that it should start with teachers interrogating their identity. Understanding who students are and how, e.g., they give meaning to their lived experience, is suggested as another milestone in intercultural work. For the author, in the end, the issue of teaching interculturality comes down to the very core of what education is about.
