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The focus of this text is on the multicultural condition, related to the foreign language classroom as a possible arena for democratic experiences. However, due to the increasing ambiguity, to say the least, of the conceptions of “culture” and “multiculturalism” today, I will argue that, depending on how “multiculturalism” is conceived, this focus may indeed either lead to a cultural and communicative closure, or open up the possibility of multi-vocal dialogue and communication. If, on the one hand, “multiculturalism” is understood as difference, mainly constituted by a variety of categorized cultural groupings, you may end up essentializing culture to something that people “have”, and that is imposed on them collectively from an outside position. If, on the other hand, cultural differences are seen as constructed within human practices of ongoing narratives and negotiations between individuals and groups – across and beyond all kinds of cultural borders – then the hybrid, pluralistic condition of a society, or even of a foreign language classroom, may offer at least an opportunity for cultural identities to co-construct a social space, where normative conflicts and different viewpoints could be dealt with through multivocal deliberative communication.

utbildning och demokrati

Multiculturalism - a dead end inconceptualizing difference, or an open-ended approach to facilitating democratic experiences in the foreign language classroom?