From Mike Levy, Griffith University, Australia - in Culture, culture learning and new technologies: towards a pedagogical framework (2007)
Cultura is exceptional for the ways in which its structure, content, tasks, strategies and techniques are designed to account for many of the facets of the culture concept […] While it has long been recognised that culture is contested, and that teaching culture may involve risk, it is only in exceptional projects like this one that efforts have been made to build these understandings into a pedagogical framework […]
From Richard Kern, Paige Ware and Mark Warschauer in Crossing frontiers: new directions in online pedagogy and research (2004)
Furstenberg and her colleagues understand culture not as a static phenomenon but as a dynamic process, and they get students to explore this dynamism by going straight to the biggest problems of human communication: a culture’s “essentially elusive, abstract, and invisible” aspects. […] The cultural literacy that Cultura aims to develop is [..] not transmitted (as in an E. D. Hirsch “list” variety), but rather created and problematized through juxtapositions of materials, interpretations, and responses to interpretations.[…] This marks a key pedagogical change: The teacher shifts out of the “omniscient informant” role and focuses on structuring, juxtaposing, interpreting, and reflecting on intercultural experiences. Learners’ understandings are confirmed, questioned, or contradicted in the light of new materials.