Dialogue for Intercultural Understanding : : Placing Cultural Literacy at the Heart of Learning.

• Author: Maine, Fiona.
• TeilnehmendeR: Vrikki, Maria.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2021.; ©2021.
• Year of Publication: 2021
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (171 pages)

Table of Contents

Intro -- Acknowledgments -- Contents -- Contributors -- List of Figures -- List of Tables -- 1 An Introduction to Dialogue for Intercultural Understanding: Placing Cultural Literacy at the Heart of Learning -- 1.1 The DIALLS Project Aims and Overview -- 1.2 Reconceptualizing Cultural Literacy -- 1.3 Dialogue and Argumentation in DIALLS -- 1.4 An Interdisciplinary Project -- 1.5 An International Project in the Time of COVID 19 -- References -- 3 Social Responsibility Through the Lens of an Agenda for Cultural Literacy Learning: Analyses of National Education Policy Documentation -- 3.1 Introduction -- 3.2 Social Responsibility in the Contexts of Cultural Literacy Learning and Education for Citizenship -- 3.3 Methodology -- 3.4 Findings: Manifestation of Social Responsibility Through Citizenship, Cooperation and Participation -- 3.5 Conclusions -- References -- 4 Explorations of Linkages Between Intercultural Dialogue, Art, and Empathy -- 4.1 Introduction: What is intercultural dialogue? -- 4.2 Challenges of Intercultural Dialogue -- 4.3 Preconditions for Intercultural Dialogue: Shared and Safe Space -- 4.4 Art as Safe Shared Space and Enabler of Empathy -- 4.5 Conclusions -- References -- 5 Using Wordless Picturebooks as Stimuli for Dialogic Engagement -- 5.1 Introduction -- 5.2 The Affordances of Wordless Picturebooks -- 5.3 Reading Visual Narratives -- 5.4 Co-construction and Mediation -- 5.5 Class 1: Reading Mein Weg mit Vanessa (Kerascoet 2018) -- 5.6 Class 2: Reading Naar De Markt (Smit 2017) -- 5.7 Conclusion -- References -- 6 Creative Ways to Approach the Theme of Cultural Diversity in Wordless Picturebooks Through Visual Reading and Thinking -- 6.1 Introduction -- 6.2 Naar de Markt -- 6.3 Zaterdag -- 6.4 Creative Practices of Approaching Cultural Identity Wordless Picturebooks.

6.5 Using a Thinking Palette Metaphor as a Toolbox to Read Wordless Books -- 6.5.1 Exploring Viewpoints While Reading: Diversity Through a Zoom-In Perspective -- 6.5.2 Exploring Viewpoints While Reading: Diversity Through a Zoom-Out Perspective -- 6.6 Conclusion -- References -- 7 The DIALLS Platform: Supporting Cultural Literacy and Understanding of European Values Over the Internet -- 7.1 Introduction -- 7.2 Systematic Review -- 7.3 Co-Design Workshops -- 7.4 The DIALLS Platform -- 7.5 User Studies with Teachers -- 7.5.1 Online Scenario Teacher Evaluation -- 7.5.2 Addressing Cultural and Linguistic Diversity -- 7.6 Reflections -- 7.7 Conclusion -- References -- 8 Dialogue on Ethics, Ethics of Dialogue: Microgenetic Analysis of Students' Moral Thinking -- 8.1 Introduction -- 8.2 Moral Development: A Succinct Review of Moral Education in the Light of Advancements in Moral Development -- 8.2.1 Foundational Theories of Moral Development -- 8.2.2 Emotions, Values and Moral Development -- 8.2.3 The Role of Social Interactions in Moral Development -- 8.2.4 The Relevance of Advances in Research on Moral Development in Moral Education -- 8.3 Moral Education, Moral Development and Dialogicity -- 8.3.1 The Ethical Justification of Programs in Moral Education: The Dialogical Ethics Approach -- 8.3.2 An Interventional Educational Program on Moral Development -- 8.4 A Microgenetic Approach to Analysis -- 8.4.1 DIALLS Key Values in Interaction -- 8.4.2 DoE/EoD Dimensions and Indicators -- 8.4.3 DoE/EoD Interrelation and Prospect -- 8.5 Discussion and Conclusions -- References -- 9 Being (Un)safe Together: Student Group Dynamics, Facework and Argumentation -- 9.1 Introduction -- 9.2 Interpersonal Tension, Face-Threatening Acts and Politeness Strategies -- 9.3 Risk Taking and Psychosocial Safety -- 9.4 Supportive and Defensive Behavior.

9.5 What Is a Good Argument to Learn From? -- 9.6 Bringing Back the Social Context -- 9.7 An Example -- 9.8 Concluding Discussion -- References -- 10 Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development -- 10.1 Introduction -- 10.2 Theories of Teacher Professional Learning Incorporated in the DIALLS Professional Development -- 10.3 Development and Implementation of the DIALLS Professional Development Programs -- 10.3.1 Ground Rules for Talk -- 10.3.2 Strategies Supporting Productive Talk -- 10.3.3 Student-Student Talk -- 10.3.4 The Context of Cultural Literacy Learning -- 10.4 Teachers' Views of the PD -- 10.4.1 Reflection About Teaching and Learning -- 10.4.2 Collaborative Learning in Communities of Practice -- 10.4.3 Indicators of Change in Self-Efficacy -- 10.5 Conclusion -- References -- 11 Educating Cultural Literacy with Open Educational Resources: Opportunities and Obstacles of Digital Teacher Collaborations -- 11.1 Communities of Practice-a Teacher Community of Practice for DIALLS -- 11.1.1 Opportunities and Obstacles of a Community of Practice for DIALLS -- 11.1.2 Opportunities and Obstacles of Collaborative Argumentation Among Teachers Online -- 11.2 Implications Gained from the Insights of an Emerging Community of Practice for DIALLS -- References.