Discussions at the Cultural Heritage Symposium & Policy Debate in Brussels this week identified a lack of combined research on cultural heritage & education. We are delighted that our work on cultural literacy contributes to filling that gap. #culturalliteracy #culturalheritage pic.twitter.com/MiNvJ1ZCop
Dialogue and Argumentation for cultural Literacy Learning in Schools
DIALLS is a three-year project working with schools to understand and develop how children and young people make sense of Europe and its differing cultures. Cultural diversity is one of Europe’s most valuable assets but we need to support young people to build the skills and competences needed for effective inter-cultural dialogue and mutual understanding about each other’s lives.
In our project, schools in seven countries work with researchers and teacher educators to develop a Cultural Literacy Learning Programme (CLLP), where young people of all ages learn the skills of ‘dialogue and argumentation‘ to be better able to communicate with each other, understanding each other’s perspectives and exploring the different cultural heritages and values of people who live in Europe. Dialogue that is characterised by collaboration encourages young people to think together as they express their opinions whilst listening to, and respecting, the opinions of others. Picturebooks and short films that have been produced in Europe are used as Cultural Texts to stimulate classroom discussions, and children and young people from different countries will share their ideas using a special online platform.
Led by the University of Cambridge, the project includes researchers and teachers from nine countries who each bring their own specialism to work together on DIALLS. We proudly include Israel as an associated country for this Horizon 2020 project so that we think beyond geographical borders and consider issues of culture, heritage and identity as they extend more broadly beyond merely European concepts.
We draw on cultural studies and civic education experts, teacher educators, psychologists and literacy specialists. Most importantly, the students in our project have a central voice in their activities, choosing the books and films that they feel will generate great discussion, and we will showcase their work in our virtual gallery. Our project includes the development of resources for teachers and researchers that are open access.
What is Cultural Literacy?
“Cultural Literacy” is a term coined by ED Hirsch in the 1980s as a bank of knowledge that it was felt young people in the US should have to be able to operate effectively in their society. Hirsch included a list of cultural ideas that he felt reflected what ‘every American needs to know’. This is in contrast to the DIALLS approach to cultural literacy which moves beyond cultural literacy as knowledge.
In DIALLS we use the term “cultural literacy” to include the attitudes and skills that people need to get along with each other in everyday living. Empathy is key to being culturally literate, with a view to understanding and including differing perspectives and values that are reflected in people’s lives. To facilitate collaboration, individuals should value diversity, respect others and be willing both to overcome prejudices and to compromise (European Parliament, Council of the European Union, 2006).
Our Cultural Analysis Framework diagram (right) reflects the key concepts for DIALLS regarding cultural literacy and making sense of Europe. Our glossary explains these terms as they appear in European educational policy documentation. See the full document here.