Multicultural, Intercultural and Transcultural Concepts in the Context of Cultural Studies
Article / Journal
Author(s) / editor(s):
Olga Astratova
Year: 2025
Language(s): English
Abstract:
This article offers a critical review of the concepts of multiculturalism, interculturalism, and transculturalism within the framework of cultural studies and educational practice. Although interconnected, these approaches rest on distinct theoretical foundations and are applied in different disciplinary and regional contexts, which often results in terminological ambiguity and methodological challenges. The study aims to systematize existing interpretations, clarify differences and overlaps between the concepts, and provide recommendations for their precise use in educational and research settings. The methodology combines qualitative analysis of terminology, comparative analysis of key academic sources, and content analysis of publications on cultural diversity, educational policy, and globalization. This multi-layered approach makes it possible to trace the evolution of the three concepts across cultural and educational contexts, as well as to assess their adaptability to contemporary challenges such as migration, transnational interactions, and digital transformation. The findings indicate that multiculturalism is most often linked to institutional and political-legal strategies aimed at recognizing cultural differences, ensuring equal opportunities, and protecting minority rights. Interculturalism, by contrast, emphasizes processes of communication and dialogue across cultures, making it particularly relevant in educational environments. Transculturalism moves beyond fixed cultural boundaries, highlighting hybridization, the emergence of a “third space,” and the formation of new, fluid identities. The significance of this study lies in its practical relevance for both curriculum development and the advancement of scholarly discourse on cultural diversity. A clear differentiation and consistent application of the three terms reduce the risk of conceptual confusion, and support the creation of more effective strategies in cultural education and interdisciplinary research.
https://doi.org/10.22364/htqe.2025
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