Autor según el artículo: Garcia-Mila, Merce; Miralda-Banda, Andrea; Luna, Jose; Remesal, Ana; Castells, Nuria; Gilabert, Sandra;
Departamento: Pedagogia
Autor/es de la URV: Gilabert Medina, Sandra
Palabras clave: Teachers Talk Participation K-12 education Discourse Dialogic teaching Cultural literacy Classroom discourse
Resumen: 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.
Áreas temáticas: Zootecnia / recursos pesqueiros Renewable energy, sustainability and the environment Ren Medicina i Management, monitoring, policy and law Interdisciplinar Historia Hardware and architecture Green & sustainable science & technology Geography, planning and development Geografía Geociências Environmental studies Environmental sciences Environmental science (miscellaneous) Ensino Engenharias iii Engenharias ii Engenharias i Enfermagem Energy engineering and power technology Education Computer science (miscellaneous) Computer networks and communications Ciências agrárias i Building and construction Biotecnología Biodiversidade Arquitetura, urbanismo e design Arquitetura e urbanismo
Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
Direcció de correo del autor: sandra.gilabert@urv.cat
Identificador del autor: 0000-0003-1003-0599
Fecha de alta del registro: 2024-07-27
Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
Enlace a la fuente original: https://www.mdpi.com/2071-1050/13/11/6410
URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
Referencia al articulo segun fuente origial: Sustainability. 13 (11):
Referencia de l'ítem segons les normes APA: Garcia-Mila, Merce; Miralda-Banda, Andrea; Luna, Jose; Remesal, Ana; Castells, Nuria; Gilabert, Sandra; (2021). Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels. Sustainability, 13(11), -. DOI: 10.3390/su13116410
DOI del artículo: 10.3390/su13116410
Entidad: Universitat Rovira i Virgili
Año de publicación de la revista: 2021
Tipo de publicación: Journal Publications