Title of the project:  DIalogue and Argumentation for Cultural Literacy Learning in Schools (DIALLS)

         PI: Fabrizio Macagno (email: fabrizio.macagno@fcsh.unl.pt)
         Co-PI: Chrysi Rapanta (email: crapanta@fcsh.unl.pt )
         Website

                     Grant number: H2020-SC6-CULT-COOP-2017-two-stage
                     Duration: 3 years
                     Funding agency: The European Union (Programme: H2020-EU.3.6.3.2)
                     Budget (Lisbon): 489,415.00 EUR
                     Total budget: 4,373,308 EUR

Project's description:

DIALLS is a three year project with three objectives. First, it will develop an understanding of young people’s cultural literacy in formal education through the teaching of dialogue and argumentation as a means to understand European identities and cultures. This will be achieved by the creation and implementation of a cultural literacy learning programme where students respond to and produce multimodal texts reflecting European heritages with the promotion of tolerance, inclusion and empathy as core cultural literacy dispositions. Second, the project will provide comprehensive guidance for the development of cultural literacy in schools through the creation and evaluation of a scale of progression for cultural literacy learning as manifested in students’ interactions and produced artefacts. Finally, DIALLS will promote the emergence of young people’s cultural identities in a student-authored manifesto for cultural literacy and a virtual gallery of their cultural artefacts. We will conduct analyses of students’ class-based and online interactions, mapping the development of dialogue and argumentation skills to create an open access multilingual data corpus. Cross-comparative analyses of classrooms in seven countries will include analysis of gender, age, ethnicity and socio-economic factors. DIALLS is directly relevant to the call’s work programme as it addresses the role of formal education in supporting the acquisition of the knowledge, skills and competences needed for effective intercultural dialogue and mutual understanding. The novelty of our proposal lies in the intersection of cultural literacy, multimodality, dialogue and argumentation, and through the use of face-to-face and online learning environments where students can share their perspectives as they make sense of Europe and its different cultures. Our innovative teaching and assessment tools will guide teachers in their development of a dialogic pedagogy for cultural literacy in tomorrow’s Europe.

Members of the project:

• Susana Trovão
• Beatriz Gil
• Dilar Cascalheira
• Rita Luis

Other institutions involved:

• Faculty of Education, Cambridge University, UK, led by Dr. Fiona Maine
• Centre National de la Recherche Scientifique /Telecom ParisTech led by Dr Michael Baker
• Department of Music, Art and Culture Studies/ University of Jyväskylä, led by Dr Tuuli Lähdeskmäki
• Faculty of Psychology/University of Münster led by Prof Dr Regina Jucks
• Institute of Educational Sciences/University of Vilnius led by Prof Dr Irena Zaleskiene
• Developmental and Educational Psychology Department/University of Barcelona led by Dr Merce Garcia-Mila
• Department of Education/University of Nicosia led by Dr Maria Evagorou
• School of Education/The Hebrew University of Jerusalem led by Prof Baruch Schwarz