The term intercultural dialogue has become a buzzword at policy
level, but there is a pressing need to synchronise the terminology
of policymakers with that of academics. An overarching aim of this
book is to explore the wide-ranging terminology relevant to
intercultural dialogue in order to promote clearer consideration of
the underlying issues. More specifically, this book reports the
findings of a research project conducted in Japan that brought
teaching practice to bear upon some of the main conflicting
theoretical perspectives on how value judgment should be managed in
foreign language education. At the heart of this issue lies the
management of prejudice, which is a key dynamic in intercultural
dialogue that brings many other factors into play.
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