ABSTRACT
This tagre explores further the intricacies of Intercultural Communication Education and Research (ICER). It challenges the readers to confront and resist the forces of indoctrination, intellectual inertia and language indifference that can stifle critical and reflexive engagement with interculturality. The tagre also illustrates the struggles of students, educators and researchers alike to navigate the complexities of interculturality in education and research. The author advocates for a cautious and self-reflexive approach to ICER, emphasising the need for continuous questioning and unlearning of dominant paradigms. It concludes with a call to action for researchers and educators to engage with language and concepts critically and reflexively, to foster a more inclusive and dynamic field of intercultural scholarship.
