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Learner-centred education and ‘cultural translation’

International Journal of Educational Development Volume 33, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd


This paper contests the proposal that learner-centred education (LCE) may simply be a western construct, irrelevant to the current educational needs of developing countries, by arguing that its specific forms will be more effective when introduced through small-scale institutional relationships than through large-scale contracts with national governments. LCE initiatives are more likely to impact successfully if their professional language has been ‘culturally translated’, a process which relates features of the surface level of an intervention to its underlying social relations of production as part of a dialogue which respects addressees not merely as listeners but also as active agents.


Thompson, P. (2013). Learner-centred education and ‘cultural translation’. International Journal of Educational Development, 33(1), 48-58. Elsevier Ltd. Retrieved August 14, 2020 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

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