Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels

Merce Garcia-Mila,Jose Luna,Andrea Miralda-Banda,Sandra Gilabert,Ana Remesal,Núria Castells

doi:10.3390/su13116410

Merce Garcia-Mila, Jose Luna + Show 4 more

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https://doi.org/10.3390/su13116410

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Abstract

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.

Highlights

In a highly diverse world, cultural literacy as a tool is essential to the achievement harmonious coexistence in a society
In the Dialogue and Argumentation for Learning Literacy in Schools (DIALLS) project, we argue that defining cultural literacy as “knowledge attainment” reduces it to a monologic concept [1]
This leads to the concept of cultural literacy as no longer being about the knowledge of culture, but instead being considered a dialogic practice enabled through constructive encounters about what it means to be different from each other [1]

Summary

Introduction

In a highly diverse world, cultural literacy as a tool is essential to the achievement harmonious coexistence in a society. 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 [1]. In the Dialogue and Argumentation for Learning Literacy in Schools (DIALLS) project, we argue that defining cultural literacy as “knowledge attainment” reduces it to a monologic concept [1]. In DIALLS, we propose exploring the ways in which cultural identities and heritage are fluid and pluralistic. This leads to the concept of cultural literacy as no longer being about the knowledge of culture, but instead being considered a dialogic practice enabled through constructive encounters about what it means to be different from each other [1].

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