Dialogue for Intercultural Understanding Fiona Maine · Maria Vrikki Editors

Dialogue for Intercultural Understanding Placing Cultural Literacy at the Heart of Learning Editors Fiona Maine Maria Vrikki Faculty of Education Department of Education University of Cambridge University of Nicosia Cambridge, UK Nicosia, Cyprus

ISBN 978-3-030-71777-3 ISBN 978-3-030-71778-0 (eBook) https://doi.org/10.1007/978-3-030-71778-0

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v Contents

1 An Introduction to Dialogue for Intercultural Understanding: Placing Cultural Literacy at the Heart of Learning ...... 1 Fiona Maine and Maria Vrikki 2 Intercultural Education for the Twenty-First Century: A Comparative Review of Research ...... 9 Chrysi Rapanta and Susana Trovão 3 Social Responsibility Through the Lens of an Agenda for Cultural Literacy Learning: Analyses of National Education Policy Documentation ...... 27 Sandra Kair˙e, Lilija Duoblien˙e, and Irena Zaleskien˙e 4 Explorations of Linkages Between Intercultural Dialogue, Art, and Empathy ...... 45 Tuuli Lähdesmäki and Aino-Kaisa Koistinen 5 Using Wordless Picturebooks as Stimuli for Dialogic Engagement ...... 59 Fiona Maine and Beci McCaughran 6 Creative Ways to Approach the Theme of Cultural Diversity in Wordless Picturebooks Through Visual Reading and Thinking ...... 73 Marina Rodosthenous-Balafa, Maria Chatzianastasi, and Agni Stylianou-Georgiou 7 The DIALLS Platform: Supporting Cultural Literacy and Understanding of European Values Over the Internet ...... 87 Lucas M. Bietti, Ben Zion Slakmon, Michael J. Baker, Françoise Détienne, Stéphane Safin, and Baruch B. Schwarz

vii viii Contents

8 Dialogue on Ethics, Ethics of Dialogue: Microgenetic Analysis of Students’ Moral Thinking ...... 103 Talli Cedar, Michael J. Baker, Lucas M. Bietti, Françoise Détienne, Erez Nir, Gabriel Pallarès, and Baruch B. Schwarz 9 Being (Un)safe Together: Student Group Dynamics, Facework and Argumentation ...... 119 Benjamin Brummernhenrich, Michael J. Baker, Lucas M. Bietti, Françoise Détienne, and Regina Jucks 10 Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development ...... 135 Riikka Hofmann, Maria Vrikki, and Maria Evagorou 11 Educating Cultural Literacy with Open Educational Resources: Opportunities and Obstacles of Digital Teacher Collaborations ...... 149 Elisabeth Mayweg-Paus and Maria Zimmermann Contributors

Michael J. Baker Centre National de La Recherche Scientifique, Télécom Paris, Paris, France Lucas M. Bietti The Norwegian University of Science and Technology, Trondheim, Norway Benjamin Brummernhenrich University of Münster, Münster, Germany Talli Cedar The Hebrew University of Jerusalem, Jerusalem, Israel Maria Chatzianastasi Department of Education, University of Nicosia, Nicosia, Cyprus Françoise Détienne Centre National de La Recherche Scientifique, Télécom Paris, Paris, France Lilija Duoblien˙e Faculty of Philosophy, Institute of Educational Sciences, Vilnius University, Vilnius, Lithuania Maria Evagorou Department of Education, University of Nicosia, Nicosia, Cyprus Riikka Hofmann Faculty of Education, University of Cambridge, Cambridge, UK Regina Jucks University of Münster, Münster, Germany Sandra Kair˙e Faculty of Philosophy, Institute of Educational Sciences, Vilnius University, Vilnius, Lithuania Aino-Kaisa Koistinen University of Jyväskylä, Jyväskylä, Finland Tuuli Lähdesmäki University of Jyväskylä, Jyväskylä, Finland Fiona Maine Faculty of Education, University of Cambridge, Cambridge, UK Elisabeth Mayweg-Paus Faculty of Humanities and Social Sciences, Department of Education Studies, Digital Knowledge Management, Humboldt University of Berlin, Berlin, Germany

ix x Contributors

Beci McCaughran Faculty of Education, University of Cambridge, Cambridge, UK Erez Nir The Hebrew University of Jerusalem, Jerusalem, Israel Gabriel Pallarès Centre National de La Recherche Scientifique, Télécom Paris, Paris, France Chrysi Rapanta NOVA University, Lisbon, Portugal Marina Rodosthenous-Balafa Department of Education, University of Nicosia, Nicosia, Cyprus Stéphane Safin Télécom Paris, Paris, France Baruch B. Schwarz The Hebrew University of Jerusalem, Jerusalem, Israel Ben Zion Slakmon Tel Aviv University, Tel Aviv, Israel Agni Stylianou-Georgiou Department of Education, University of Nicosia, Nicosia, Cyprus Susana Trovão NOVA University, Lisbon, Portugal Maria Vrikki Department of Education, University of Nicosia, Nicosia, Cyprus Irena Zaleskien˙e Faculty of Philosophy, Institute of Educational Sciences, Vilnius University, Vilnius, Lithuania Maria Zimmermann Faculty of Humanities and Social Sciences, Department of Education Studies, Digital Knowledge Management, Humboldt University of Berlin, Berlin, Germany List of Figures

Fig. 2.1 The review sample selection process ...... 15 Fig. 2.2 Demographic characterization of the reviewed studies ...... 17 Fig. 3.1 Code map of the Core Curriculum of Basic Education (Finland, 2014) ...... 34 Fig. 3.2 Code map of Education and Citizenship. National Plan (Portugal, 2017) ...... 35 Fig. 3.3 Code map of the Curriculum Framework for Primary and Basic Education (Lithuania, 2008) ...... 37 Fig. 3.4 Code map of the Basic Curriculum for Compulsory Secondary Education (Spain, 2013) ...... 38 Fig. 7.1 General approach taken for the design and development oftheDIALLSplatform...... 88 Fig. 7.2 DIALLS Platform interface: image discussed (middle); annotations/participants (left/right) ...... 93 Fig. 7.3 Translation strategies for dialogue tracing ...... 97 Fig. 8.1 Analysis approach: ethics in/of dialogue ...... 111 Fig. 9.1 Visualization of the model: Relations between social and cognitive dimensions of small group argumentation ...... 126 Fig. 10.1 People, Talk, Ideas tool (Hofmann and Ruthven 2018) (Source Hofmann and Ilie 2019; edtoolkit.educ.cam.ac.uk/toolkit/step2/) ...... 138

xi List of Tables

Table 2.1 A synthetic presentation of how intercultural education goals have been defined throughout the years ...... 18 Table 2.2 Cross-tabulation of year of publication and main operationalized goal ...... 19 Table 9.1 Broadening and deepening understanding of a space of debate along conceptual and argumentative dimensions .... 125 Table 10.1 Examples of prompt questions to scaffold productive classroomdiscussions ...... 141 Table 11.1 Adaptation of common guidelines for the development, implementation, and sustaining of an online-mediated CoP to achieve a CoP for DIALLS ...... 154

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