Learning from others, learning with others: The tense encounter between equality and difference

Abstract

After pointing out how individuals' relational dimension, and thus personal and collective di erences, have been positively recognized by multicultural and intercultural during the last forty years, the author stresses that educational processes and policies are still interrogated by learners' unequal status and opportunities. She then explores the areas of research, theory and practice (such as comparative education, cooperative learning, ethnography and cultural anthropology) that recognize how the educational and socio-cultural importance of relating to, and learning from, others and with others can respond to issues of equity and social justice.