Abstract
This paper explores the intersection of cultural studies, pedagogy, and research methodologies in higher education, focusing on a recent workshop that applied the Intercultural Praxis Model (IPM) by Dr. Kathryn Sorrells to intercultural teaching practices. The workshop aimed to explore shifts in conceptual frameworks regarding the teaching of diverse students, reflecting on how educators’ positionalities shape the classroom and the knowledge created within it. As the humanities increasingly engage with interdisciplinary and multicultural perspectives, our research investigates how critical cultural studies can inform teaching methodologies that foster inclusivity and cultural awareness. In this context, we discuss how the IPM’s practical application encourages educators to reconsider traditional pedagogical boundaries and integrate more reflexive, dialogic, and collaborative approaches. By blending theory with practice, the workshop provided a reflective space for participants to engage with their cultural assumptions, understand their positionality within the classroom, and reframe their teaching philosophies to create more inclusive learning environments. We aim to demonstrate that understanding teaching as a dynamic, evolving process—shaped by both the educator and the student—requires ongoing critical engagement with ideas of power, identity, and knowledge production. The IPM’s phases—Inquiry, Framing, Positioning, Dialogue, Reflection, and Action—serve as a model for fostering critical consciousness in educators, allowing them to navigate and challenge power dynamics in their classrooms. By sharing our experience of applying this model, the paper contributes to broader discussions of how knowledge is constructed in intercultural settings, offering insights for rethinking educational practices in an increasingly globalized and diverse world.
Presenters
Veronica BremerResearch Associate / Lecturer, Studium Individuale - Liberal Arts, Leuphana University Lueneburg, Germany Dagmar Berg Moelleken
Research Associate, Lecturer, Center of Methods, Leuphana University Lüneburg, Niedersachsen, Germany
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Intercultural Teaching, Intercultural Praxis Model, Cultural Studies, Inclusivity, Positionality
