Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels

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 ar...

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Autores: Garcia-Milà, Mercè, Miralda Banda, Andrea, Luna, Jose, Remesal Ortiz, Ana, Castells Gómez, Núria, Gilabert, Sandra
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/180867
Acceso en línea:https://hdl.handle.net/2445/180867
Access Level:acceso abierto
Palabra clave:Diàleg
Ensenyament
Interacció educativa
Cultura
Dialogue
Teaching
Interaction analysis in education
Culture
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spelling Change in Classroom Dialogicity to Promote Cultural Literacy across Educational LevelsGarcia-Milà, MercèMiralda Banda, AndreaLuna, JoseRemesal Ortiz, AnaCastells Gómez, NúriaGilabert, SandraDiàlegEnsenyamentInteracció educativaCulturaDialogueTeachingInteraction analysis in educationCultureIn 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.MDPI2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/180867Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.3390/su13116410Sustainability, 2021, vol. 13, num. 11, p. 6410https://doi.org/10.3390/su13116410info:eu-repo/grantAgreement/EC/H2020/770045cc-by (c) Garcia-Milà, Mercè et al., 2021https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1808672026-05-27T06:46:51Z
dc.title.none.fl_str_mv Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels
title Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels
spellingShingle Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels
Garcia-Milà, Mercè
Diàleg
Ensenyament
Interacció educativa
Cultura
Dialogue
Teaching
Interaction analysis in education
Culture
title_short Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels
title_full Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels
title_fullStr Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels
title_full_unstemmed Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels
title_sort Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels
dc.creator.none.fl_str_mv Garcia-Milà, Mercè
Miralda Banda, Andrea
Luna, Jose
Remesal Ortiz, Ana
Castells Gómez, Núria
Gilabert, Sandra
author Garcia-Milà, Mercè
author_facet Garcia-Milà, Mercè
Miralda Banda, Andrea
Luna, Jose
Remesal Ortiz, Ana
Castells Gómez, Núria
Gilabert, Sandra
author_role author
author2 Miralda Banda, Andrea
Luna, Jose
Remesal Ortiz, Ana
Castells Gómez, Núria
Gilabert, Sandra
author2_role author
author
author
author
author
dc.subject.none.fl_str_mv Diàleg
Ensenyament
Interacció educativa
Cultura
Dialogue
Teaching
Interaction analysis in education
Culture
topic Diàleg
Ensenyament
Interacció educativa
Cultura
Dialogue
Teaching
Interaction analysis in education
Culture
description 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.
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/180867
url https://hdl.handle.net/2445/180867
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.3390/su13116410
Sustainability, 2021, vol. 13, num. 11, p. 6410
https://doi.org/10.3390/su13116410
info:eu-repo/grantAgreement/EC/H2020/770045
dc.rights.none.fl_str_mv cc-by (c) Garcia-Milà, Mercè et al., 2021
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Garcia-Milà, Mercè et al., 2021
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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