Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels
| Autor: | Merce Garcia-Mila, Nuria Castells, Andrea Miralda-Banda, Sandra Gilabert, Ana Remesal, Jose Luna |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
classroom discourse
Cultura media_common.quotation_subject Geography Planning and Development Culture Primary education dialogic teaching TJ807-830 Management Monitoring Policy and Law TD194-195 Renewable energy sources Argumentation theory Interaction analysis in education Diàleg Cultural literacy Pedagogy 0501 psychology and cognitive sciences GE1-350 Sociology Educació cívica Dialogue 10. No inequality media_common Ensenyament Dialogic Environmental effects of industries and plants Renewable Energy Sustainability and the Environment 4. Education Teaching cultural literacy 05 social sciences Professional development Interacció educativa 050301 education K-12 education Environmental sciences Multicultural education Civics education 0503 education Inclusion (education) Social responsibility 050104 developmental & child psychology Diversity (politics) Educació intercultural |
| Zdroj: | Sustainability Volume 13 Issue 11 Dipòsit Digital de la UB Universidad de Barcelona Sustainability, Vol 13, Iss 6410, p 6410 (2021) |
| ISSN: | 2071-1050 |
| DOI: | 10.3390/su13116410 |
| Popis: | In a highly diverse world, cultural literacy is an essential tool for living together in harmony, and dialogic teaching may be a way to promote and develop it among children and adolescents. We define cultural literacy as a set of attitudes (inclusion, tolerance, and empathy) and skills (dialogic argumentation) needed to understand others in our everyday lives. This paper focuses on the effect of a professional development programme to promote dialogue and argumentation to help children and adolescents overcome pre-existing stereotypes and prejudices and foster students’ participation in discussions that contrast divergent viewpoints. This was done through debates on social responsibility issues, living together, and belonging as presented in books and short films addressing the following topics: citizenship, the celebration of diversity, democracy, globalisation, human rights, cooperation, sustainable development, and climate change. After the professional development programme was implemented, we video-recorded two of the 15 student–teacher interaction sessions during the project’s implementation (session #3 and session #8). We analysed the data using a validated coding scheme across three educational levels (three preschool, four primary school, and four secondary school classrooms). We observed moderate gains in secondary education and preschool, but statistically significant gains in primary education |
| Databáze: | OpenAIRE |
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