3.4. Exploration of Cultural Differences. Readings

What is cultural identity?

In today’s interconnected and culturally diverse world, identity must be understood as plural rather than fixed or singular. This means acknowledging the multiplication of points of identification and belonging - a recognition that individuals simultaneously navigate multiple cultural, social, linguistic, and historical references.

For educators, this perspective challenges static or essentialist views of identity and encourages a more nuanced understanding of how students and colleagues position themselves within academic and social spaces. It also calls for inclusive pedagogical approaches that respect and reflect the complex realities of those who carry multiple identities shaped by context, experience, and power dynamics. Cultural differences are a fact that everyone shares. Different cultures have different ways of being in the world, different perspectives on reality, different conceptions of time, space and power. And even simple gestures like saying hello, or interactions like sharing a meal, taking part in a work meeting or giving someone a clarification, can become challenges.

Each person participates in multiple social and cultural universes that often reflect a dynamic interplay between local and global contexts. These different spheres of belonging can sometimes hold conflicting norms, values, and expectations. This perspective invites reflection on how each person involved - both lecturers and students - may experience tensions or contradictions while navigating multiple and intersecting social and cultural spaces. Students might encounter differences in communication styles, social norms, and academic expectations. For instance, some cultures emphasize direct communication, while others prefer a more indirect approach. Similarly, classroom dynamics can vary, with some systems encouraging open debate and others valuing a more formal structure. Embracing multiplicity among students opens the way for more empathetic, inclusive, and context-sensitive teaching practices that honour diverse identities, lived experiences, and ways of seeing the world.

Understanding Cultural Intelligences through a Decolonial Lens

Decolonial studies challenge dominant Eurocentric frameworks and encourage a rethinking of history, knowledge, and identity from the standpoint of the Global South. Rather than relying on single-axis analyses, this approach integrates intersectional dimensions - such as race, gender, class, and geography - revealing the complexity of how societies function. It emphasizes the autonomy, agency, and epistemic contributions of historically marginalized communities, promoting what has been called the re-existence and re-signification of life.

A decolonial perspective questions the notion of a universal truth and instead fosters dialogue between diverse local histories and ways of knowing. It nurtures awareness of the interconnected and interdependent nature of all beings, encouraging educators to adopt a more holistic and inclusive view of cultural intelligence in their teaching and research practices. Inspired by Walter Mignolo and Catherine E. Walsh’s reflections in On Decoloniality: Concepts, Analytics, Praxis (2018), the concept of pluriversal and interversal paths refers to the creation of multiple, interconnected ways of thinking and being that challenge the idea of a single, dominant worldview. These paths aim to disrupt the traditional notion of the “universal” or “global” by recognizing diverse local knowledges, experiences, and perspectives as equally valid and necessary for understanding the world.

Why does the concept of “Where We Stand” matter?

The idea of “where we stand” (“positionality”) is fundamental for understanding how our social position shapes not only what we say but our very existence in society. Following the work of Djamila Ribeiro (2024), this concept goes beyond just speaking words - it involves recognizing how our location in social hierarchies influences our experiences and opportunities.

While we may not always be fully aware of our social position, it shapes our perspectives and life chances in important ways. It’s important to note that this concept is not about validating only individual experiences. Instead, it highlights how the social locations of groups - based on race, class, gender, and other factors - can limit access to rights and opportunities. Moreover, where we stand must be understood through the lens of power relations. Djamila Ribeiro emphasizes that although individual experiences matter, it is the collective social position within systems of domination that largely determines the possibilities people have.

Reducing place of speech to only personal experience is misleading. For example, a person who identifies as Black might say they have never personally experienced racism. However, their social position still affects the opportunities available to them, regardless of personal awareness. Finally, Ribeiro points out that even those who oppose oppression and are aware of privilege still benefit, structurally, from systems that disadvantage others. Understanding where we stand helps educators and students recognize these dynamics, fostering more critical, inclusive, and empathetic learning environments.