Culture and heritage are plural and fluid, continually co-created through interaction between people. However, traditional monologic models of cultural literacy reflect a one-way transmission of static cultural knowledge. Using the context of a large European project and augmenting the work of Buber with models of literacy as social practice, in this article cultural literacy is reconceptualized as fundamentally dialogic. We argue that cultural literacy empowers intercultural dialogue, opening a dialogic space with inherent democratic potential. Considering implications for the classroom, we outline how a dialogic pedagogy can provide a suitable context for the development of young people’s cultural literacy.

中文翻译：

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将文化素养重新定义为对话实践

文化和遗产是多元和流动的，通过人与人之间的互动不断共同创造。然而，传统的文化素养单一模式反映了静态文化知识的单向传播。使用一个大型欧洲项目的背景，并用作为社会实践的扫盲模型来增强布伯的工作，在本文中，文化扫盲被重新定义为从根本上对话。我们认为，文化素养赋予跨文化对话权力，打开具有内在民主潜力的对话空间。考虑到对课堂的影响，我们概述了对话式教学法如何为年轻人的文化素养发展提供合适的环境。