Για πρόσβαση σε όλες τις ερευνητικές εκδόσεις DIALLS, επισκεφθείτε την κοινότητα DIALLS Zenodo.
March 2021: Dialogue for Intercultural Understanding: Placing Cultural Literacy at the Heart of Learning
Maine, F., Vrikki, M., eds. (2021) Springer.
“This open access book… explores themes underpinning [DIALLS], 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.”
Available in: English
February 2021: Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms
Maine, F., Čermáková, A. (2021) Learning, Culture and Social Interaction.
“This study takes a linguistic ethnographic approach to unpack the subtle differences in approach that three teachers take in their primary classrooms. Results find that analysis at macro and micro level, drawing on linguistic ethnographic methodology, in addition to well-established modes of dialogic analysis, highlighted the importance of seemingly minor discourse features that had significant impact on the resulting responses from children.”
Available in: English
January 2021: The challenge of inclusive dialogic teaching in public secondary school
[El reto de la enseñanza dialógica inclusiva en la escuela pública secundaria]
Rapanta, C., Garcia-Mila, M., Remesal, A., & Gonçalves, C. (2021) Comunicar.
“In this study, which is part of a multi-country European project, eight Spanish and Portuguese secondary school teachers and their students participated in eight sessions performing dialogic lesson plans. The findings show a slight improvement in dialogicity from session #3 to session #8 with a persisting resistance from teachers to be more cumulative in their discourse. These findings confirm previous work showing that dialogic teaching is acquired gradually.”
January 2021: Preparing culturally literate citizens through dialogue and argumentation: rethinking citizenship education
Rapanta, C., Vrikki, M., Evagorou, M. (2021) The Curriculum Journal.
“We present an innovative citizenship education curriculum based on dialogic, argumentative and cultural literacy skills…at a collaborative level (small group or whole class) inspired by wordless texts (picture books and animated films) on core civic cultural values such as tolerance, empathy and inclusion. Through applying a design‐based research methodology with teachers from three education levels and four European countries, we conclude that dialogic lesson plans aiming at the development of cultural literacy dispositions can act as an innovative and adaptive citizenship education curriculum in diverse contexts.”
Available in: English
September 2020: Building a European community through responses to books and films
Maine, F. (2020) English 4-11.
This article by Dr. Fiona Maine appears in the autumn edition of “English 4-11”, a journal dedicated to literacy in the primary classroom and shares the experiences of UK teachers engaged in the DIALLS project.
Available in: English
April 2020: Intercultural Dialogue in the European Education Policies: A Conceptual Approach
Lähdesmäki, T., Koistinen, A-K., Ylönen, S. (2020) New York: Palgrave Macmillan.
“This book stems from the intensive collaboration of three scholars whose divergent academic backgrounds create a multi- and interdisciplinary space in which to analyse European education policy documents. The book seeks to combine our expertise in critical cultural studies, art education, children’s culture, research of identities and cultural diversities, transmedia research, policy analysis, and European and European Union studies. We build our approach from our manifold but overlapping interests, which are penetrated and brought together by a common framework. We share interests in discursivity, performativity, and affectivity of language.”
Available in: English
December 2019: The dimensions of argumentative texts and their assessment
Macagno, F,. Rapanta, C. (2019). Studia Paedagogica
“The definition and the assessment of the quality of argumentative texts has become an increasingly crucial issue in education, classroom discourse, and argumentation theory. The different methods developed and used in the literature are all characterized by specific perspectives that fail to capture the complexity of the subject matter, which remains ill-defined and not systematically investigated. This paper addresses this problem by building on the four main dimensions of argument quality resulting from the definition of argument and the literature in classroom discourse: dialogicity, accountability, relevance, and textuality (DART).”
Available in: English
November 2019: Reconceptualizing cultural literacy as a dialogic practice
Maine, F., Cook, V. and Lähdesmäki, T. (2019). London Review of Education.
“Culture and heritage are plural and fluid, continually co-created through interaction between people. However, traditional monologic models of cultural literacy reflect a one-way transmission of static cultural knowledge. Using the context of a large European project and augmenting the work of Buber with models of literacy as social practice, in this article cultural literacy is reconceptualized as fundamentally dialogic. We argue that cultural literacy empowers intercultural dialogue, opening a dialogic space with inherent democratic potential. Considering implications for the classroom, we outline how a dialogic pedagogy can provide a suitable context for the development of young people’s cultural literacy.”
Available in: English
October 2019: Coding Relevance
Macagno, F. (2019). Learning, Culture and Social Interaction.
“Relevance is one of the crucial criteria for assessing the quality of argumentation in education. In argumentation and education, relevance has never been analyzed or coded. While several theories have included in their analysis some indicators of cohesion or clarity, this characteristic of dialogue and discourse has never been addressed as a distinct phenomenon. This paper builds on the existing studies in linguistic and philosophy to advance criteria for assessing relevance, which in turn can be used for developing a coding scheme for evaluating dialogue moves.”
Available in English
October 2019: Walton’s types of argumentation dialogues as classroom discourse sequences
Rapanta, C., Christodoulou, A. (2019). Learning, Culture and Social Interaction
“Dialogic argumentation has thus far been proposed as a way to analyse, understand, and promote meaningful classroom interactions. However, currently there is a lack of systematic proposals for conceptualising argumentation dialogue goals as part of teachers’ pedagogical repertoire. Our main goal is to operationalise an existing framework of argumentation dialogue types, the one proposed by argumentation theorist Douglas Walton.”
Available in English
October 2019: Shall we receive more refugees or not? A comparative analysis and assessment of Portuguese adolescents’ arguments, views and concerns.
Rapanta, C., Trovão, S. (2019). Pedagogy, Culture and Society (Taylor & Francis Online)
“Fifty adolescents (7th and 10th grades) participated in a ten-session argumentation programme as part of which they produced dialogues and written texts on the topic of whether or not Portugal should receive more refugees. … Based on these findings, we recommend explicit work in education on engaging students in cultural literacy practices.”
Available in English
September 2019: Dialogic teaching: Using wordless texts to develop children’s cultural literacy learning
Maine, F. and Cook, V. (2019). Impact: Journal of the Chartered College of Teaching.
“DIALLS is a three-year research project involving nine countries in and around Europe. In DIALLS, cultural literacy is reconceptualised as a dialogic social practice underpinned by tolerant, inclusive and empathetic interaction with others, moving beyond previous narrow understandings of it as knowledge about culture. In the first stage of the project, researchers are working with primary and secondary teachers to create lessons that use wordless texts (picture books and films) as stimuli to develop children’s cultural literacy learning. This article introduces the key ideas for promoting and practising cultural literacy, outlines how the wordless texts were chosen and explores some initial ideas for their use in the classroom.”
Available in: English
