Intercultural education and Complex Instruction. Some remarks and questions from an anthropological perspective on learning

Abstract

In this article we examine and discuss the relationship between intercultural education and Complex Instruction (CI) (as a specific form of co-operative learning). The goal of our examination is to gain a clearer idea of how CI can be used as a means for the enhancement of intercultural education. As a starting point for our discussion we reflect on learning as a fundamental cultural process-one that is conditioned by the basic intuitions that exist in the field of western education. This framework allows for a more appropriate conceptualization of intercultural education within what we refer to as a ‘pragmatic perspective’. Starting from a redefinition of intercultural education, we will examine the concepts and practices of CI in its relation to intercultural education.

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