Htqe.2024.12

https://doi.org/10.22364/htqe.2024.12 |156-165 | PDF

Contemporary Approaches to Cultural Literacy Studies in Education

Olga Astratova, Zanda Rubene
University of Latvia, Latvia

Abstract
Traditional approaches to cultural literacy have always emphasised the importance of a shared (national) imagined community, achieved through engagement with traditional media and the cultural canon. This approach has often been based on problematising the growing deficit of cultural knowledge and has stressed the importance of this deficit at both individual and societal levels. Transformations in contemporary society challenge us to rethink what can or should be considered relevant or valuable knowledge about culture and the arts. A systematic literature review of research articles published from 2016 to 2023 was conducted to analyse educational approaches aimed at developing cultural literacy. The purpose of this study was to explore trends, patterns, and individual differences related to the study of cultural literacy in the educational domain. After content analysis of 412 abstracts of articles containing the keywords “cultural literacy”, “cultural competence” in the Web of Science database, 32 articles were identified that described an approach or a technique to improve the overall understanding of cultural literacy. The analysis highlighted key models of cultural literacy including dialogic practices, intercultural education, sociocultural theories, and critical analysis of cultural structures, as well as key skills such as critical thinking, cross-cultural awareness, self-criticism, and reflection necessary for successful interaction in today’s multicultural world. These findings highlight the importance of revising and adapting educational strategies to take account of increasing globalisation and cultural diversity, and the need to develop cultural literacy as a key component of contemporary education.

Keywords: cultural literacy, cultural competence, cultural awareness, tertiary education, cultural skills, cross-cultural learning, intercultural interaction.

In: Human, Technologies and Quality of Education, 2024. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2024. Rakstu krājums.  Ed. L. Daniela. Riga: University of Latvia, 2024. 564 p.
ISBN 978-9934-36-301-6  
https://doi.org/10.22364/htqe.2024