Abstract
<![CDATA[The practical experience of teaching in an intercultural classroom – that is, a classroom in which students, instructor and material each derive from different heterogeneous national and cultural origins – demands a broad willingness to abandon orthodox interpretations of canonical texts. Knowledge production in this environment is complicated and constrained by the global power relations it manifests, yet its tendency towards academic heterodoxy also announces a newly revised global academia in which the inherited relationship between centre and margin may well be dissolved.]]>
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