Abstract
Over the last 30 years, the notion of intercultural education has appeared in educational discourses worldwide. Globally, most research in the field has focused on clarifying pertinent concepts, mapping cultural diversity, and developing appropriate curricula and educational strategies. However, the flourishing of neo-liberal discourses, along with accelerating developments in information, technology and communication, has produced a shift from industrialised to information-based societies (Chinnammai 2005). The domination of a supra-economic, supra-national and supra-cultural model has altered socio-cultural structures while challenging concepts such as the national state, national identity and culture (Aravanis 2012). In such a context, research ought to streamline creative dialogue regarding the conditions and social effects of the new cultural and socio-economic reality. Social scientists and educators should thus move the locus of their analysis in researching intercultural education beyond the national level. To this end, they should examine the impact of globalisation on intercultural educational policies developed by national states across the globe.
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