Dialogue for Intercultural Understanding [electronic resource] : Placing Cultural Literacy at the Heart of Learning / edited by Fiona Maine, Maria Vrikki.

Introduction. Fiona Maine (Faculty of Education, University of Cambridge) and Maria Vrikki (University of Nicosia) -- 1. What is intercultural education for the 21st century? A comparative review of research. Chrysi Rapanta & Susana Trovão (Faculty of Social Sciences and Humanities, Universidade Nova de Lisboa, Portugal) -- 2. Conception of Citizenship and Social Responsibility Within The New Understanding of Cultural Literacy: some examples from national educational policy documents analyses. Lilija Duobliene, Sandra Kaire, Irena Zaleskiene (Institute of Educational Sciences, University of Vilnius). - 3. From policy discourse to art education: Challenges of intercultural dialogue as a policy and practice. Tuuli Lähdesmäki and Aino-Kaisa Koistinen (Department of Music, Art and Culture Studies, University of Jyväskylä, Finland) -- 4. Creative ways to approach the theme of "cultural diversity" in wordless picturebooks through visual reading and teaching. Marina Rodostheous-Balafa, Maria Hadjianastasi, Agni Stylianou-Georgiou (University of Nicosia) -- 5. Using wordless texts as stimulus for dialogic engagement. Fiona Maine (Faculty of Education, University of Cambridge) Beci McCaughran, (Saffron Academy Trust) -- 6. Supporting cultural literacy and understanding of European values over the Internet: artifacts and scenarios. Michael Baker, Francoise Detienne, Lucas Bietti, Stephane Safin (for all CNRS - Centre national de la recherche scientifique), Baruch Schwarz (Hebrew University of Jerusalem), Benzi Slakmon (Tel Aviv University) & Talli Cedar (Hebrew University of Jerusalem) -- 7. The psychological development of core cultural literacy concepts from childhood to adolescence. Baruch Schwarz (Hebrew University of Jerusalem), Talli Cedar (Hebrew University of Jerusalem) Ana Remesal (University of Barcelona), Merce Garcia-Mila (University of Barcelona) -- 8. Involvement and multiperspectivity - how social cohesion impacts argumentation in small student groups Benjamin Brummernhenrich & Regina Jucks (Institute for Psychology in Education Westfälische Wilhelms-Universität Münster), Michael Baker, Lucas Bietti, Françoise Détienne, Stéphane Safin, (CNRS - Centre national de la recherche scientifique) -- 9. Engaging teachers in the Cultural Literacy Learning Programme: A reflection on teacher professional development. Riikka Hoffman (University of Cambridge), Maria Evagorou (University of Nicosia), Maria Vrikki (University of Nicosia) -- 10. Educating cultural literacy with open educational resources: Chances and challenges of digital teacher collaborations. Mayweg-Paus, Elisabeth (Humboldt University of Berlin), Zimmermann, Maria (Humboldt University of Berlin). .

Open Access

This open access book is a result of an extensive, ambitious and wide-ranging pan-European project focusing on the development of children and young people's cultural literacy and what it means to be European in the 21st century prioritising intercultural dialogue and mutual understanding. The Horizon 2020 funded, 3-year DIalogue and Argumentation for cultural Literacy Learning (DIALLS) project included ten partners from countries in and around Europe with the aim to centralise co-constructive dialogue as a main cultural literacy value and to promote tolerance, empathy and inclusion. This is achieved through teaching children in schools from a young age to engage together in discussions where they may have differing viewpoints or perspectives, to enable a growing awareness of their own cultural identities, and those of others. Central to the project is children's engagement with wordless picture books and films, which are used as stimuli for discussions around core cultural themes such as social responsibility, living together and sustainable development. In order to enable intercultural dialogue in action, the project developed an online platform as a tool for engagement across classes, and which this book elaborates on. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, psychologists, socio-cultural literacy researchers, teacher educators and digital learning experts. Each chapter of the book explores a theme that is common to the project, and celebrates its interdisciplinarity by exploring these themes through different lenses.