Jude Walker

CG1: Promoting Intercultural Dialogue in Adult Learning and Education

Co-Moderator: Assist. Prof. Amina Isanović Hadžiomerović

Today’s societies are becoming increasingly diverse, but at the same time they are facing fragmentation, polarization and social exclusion. In this context, Adult Learning and Education (ALE) has a responsibility to offer models enabling adults to develop a sense of belonging and engage in meaningful dialogue in order to learn to live together across difference. The Council of Europe’s White Paper on Intercultural Dialogue defines intercultural dialogue as an open and respectful exchange between individuals and groups with different ethnic, cultural, religious and linguistic backgrounds. Furthermore, UNESCO’s flagship report We Need to Talk: Measuring Intercultural Dialogue for Peace and Inclusion underlines the relevance of intercultural dialogue for social cohesion, inclusion and sustainable peace.

The relevance of this topic for comparative analysis in ALE stems from the fact that different national and socio-political contexts provide different frameworks for intercultural dialogue. Cultural identities are not fixed, they are multilayered and continuously shaped through social interaction, historical experience, migration processes, power relations and everyday encounters. This requires nuanced approaches adjusted to diverse settings, rather than one universal model of intercultural education. Within ALE, intercultural dialogue can help adults critically reflect on stereotypes and prejudices, recognize different perspectives and build trust across social and cultural boundaries. The expected learning outcomes of this comparative group are: (1) to analyse approaches to intercultural dialogue in ALE in different countries; (2) to understand how these approaches are shaped by the broader socio-cultural and political context of the given country and (3) to compare how intercultural dialogue is integrated in ALE policies, programs and practices in different countries.

• Jordan, D., Bussard, N., & Walker, J. (In press, 2026). Meaning in positive psychology: Applications for transformative learning theory. Proceedings of the International Transformative Learning Conference. University of North Carolina. October 21-23.
• Easey, J., ^*Walker, J., & Nimmon, L. (In press). Theory of power in health professions education. In M. Brown, N. Mordi & G. Finn (Eds.) 100 Theories for Health Professions Education Research. Elsevier.
• Walker, J. (2024). What does it take to influence adult education policy making in Canada? In M. Milana, P. Rasmusen & M. Bussi (Eds.) Research handbook on adult education policy (pp.316-331). Edward Elgar Publishing.
• Walker, J. (2023). Learning together out of climate change denial. In R. Wright, J. Burdick, & J. Sandlin (Eds). Special issue: Critical media literacy in a pandemic of disinformation and conspiracy. New Directions in Adult & Continuing Education. 178, 27-40.

Jude’s research interests and expertise centres on three main areas:
1) comparative policy analysis
2) transformative theory and learning
3) the intersection between health and adult learning.

Jude is Associate Professor of Adult Learning & Education at the University of British Columbia, Vancouver, Canada. She has always been drawn to the transformative potential of adult learning and the hope-filled idea of lifelong learning: it is never too late to change.