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008			210326s2021 sz | s |||| 0|eng d
020			_a9783030717780
024	7		_a10.1007/978-3-030-71778-0 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aLB1051 _b2021 EB
245	0	0	_aDialogue for Intercultural Understanding : _bPlacing Cultural Literacy at the Heart of Learning _cedited by Fiona Maine, Maria Vrikki
250			_a1st edition 2021
264		1	_aCham _bSpringer International Publishing _c2021
300			_a1 recurso en línea (XIII, 163 páginas) _b13 ilustraciones, 6 ilustraciones a color
336			_2rdacontent _aTexto _btxt
337			_2rdamedia _aelectrónico _bc
338			_2rdacarrier _arecurso electrónico _bcr
347			_aarchivo de texto _bPDF
505	0		_aIntroduction. Fiona Maine (Faculty of Education, University of Cambridge) and Maria Vrikki (University of Nicosia) -- 1. What is intercultural education for the 21st century? A comparative review of research. Chrysi Rapanta & Susana Trovão (Faculty of Social Sciences and Humanities, Universidade Nova de Lisboa, Portugal) -- 2. Conception of Citizenship and Social Responsibility Within The New Understanding of Cultural Literacy: some examples from national educational policy documents analyses. Lilija Duobliene, Sandra Kaire, Irena Zaleskiene (Institute of Educational Sciences, University of Vilnius). - 3. From policy discourse to art education: Challenges of intercultural dialogue as a policy and practice. Tuuli Lähdesmäki and Aino-Kaisa Koistinen (Department of Music, Art and Culture Studies, University of Jyväskylä, Finland) -- 4. Creative ways to approach the theme of "cultural diversity" in wordless picturebooks through visual reading and teaching. Marina Rodostheous-Balafa, Maria Hadjianastasi, Agni Stylianou-Georgiou (University of Nicosia) -- 5. Using wordless texts as stimulus for dialogic engagement. Fiona Maine (Faculty of Education, University of Cambridge) Beci McCaughran, (Saffron Academy Trust) -- 6. Supporting cultural literacy and understanding of European values over the Internet: artifacts and scenarios. Michael Baker, Francoise Detienne, Lucas Bietti, Stephane Safin (for all CNRS - Centre national de la recherche scientifique), Baruch Schwarz (Hebrew University of Jerusalem), Benzi Slakmon (Tel Aviv University) & Talli Cedar (Hebrew University of Jerusalem) -- 7. The psychological development of core cultural literacy concepts from childhood to adolescence. Baruch Schwarz (Hebrew University of Jerusalem), Talli Cedar (Hebrew University of Jerusalem) Ana Remesal (University of Barcelona), Merce Garcia-Mila (University of Barcelona) -- 8. Involvement and multiperspectivity - how social cohesion impacts argumentation in small student groups Benjamin Brummernhenrich & Regina Jucks (Institute for Psychology in Education Westfälische Wilhelms-Universität Münster), Michael Baker, Lucas Bietti, Françoise Détienne, Stéphane Safin, (CNRS - Centre national de la recherche scientifique) -- 9. Engaging teachers in the Cultural Literacy Learning Programme: A reflection on teacher professional development. Riikka Hoffman (University of Cambridge), Maria Evagorou (University of Nicosia), Maria Vrikki (University of Nicosia) -- 10. Educating cultural literacy with open educational resources: Chances and challenges of digital teacher collaborations. Mayweg-Paus, Elisabeth (Humboldt University of Berlin), Zimmermann, Maria (Humboldt University of Berlin)
520	3		_aThis open access book is a result of an extensive, ambitious and wide-ranging pan-European project focusing on the development of children and young people's cultural literacy and what it means to be European in the 21st century prioritising intercultural dialogue and mutual understanding. The Horizon 2020 funded, 3-year DIalogue and Argumentation for cultural Literacy Learning (DIALLS) project included ten partners from countries in and around Europe with the aim to centralise co-constructive dialogue as a main cultural literacy value and to promote tolerance, empathy and inclusion. This is achieved through teaching children in schools from a young age to engage together in discussions where they may have differing viewpoints or perspectives, to enable a growing awareness of their own cultural identities, and those of others. Central to the project is children's engagement with wordless picture books and films, which are used as stimuli for discussions around core cultural themes such as social responsibility, living together and sustainable development. In order to enable intercultural dialogue in action, the project developed an online platform as a tool for engagement across classes, and which this book elaborates on. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, psychologists, socio-cultural literacy researchers, teacher educators and digital learning experts. Each chapter of the book explores a theme that is common to the project, and celebrates its interdisciplinarity by exploring these themes through different lenses.
988			_aSpringer_Psychology_2021
650		7	_2embne _9138601 _aPsicología de la educación
700	1		_aMaine, Fiona _eeditor literario _0(orcid)0000-0001-9370-5920 _1https://orcid.org/0000-0001-9370-5920 _4edt _4http://id.loc.gov/vocabulary/relators/edt
700	1		_aVrikki, Maria _eeditor literario _0(orcid)0000-0002-2748-4418 _1https://orcid.org/0000-0002-2748-4418 _4edt _4http://id.loc.gov/vocabulary/relators/edt
776	0	8	_iPrinted edition: _z9783030717773
776	0	8	_iPrinted edition: _z9783030717797
776	0	8	_iPrinted edition: _z9783030717803
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-030-71778-0 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_dz _b10/2022 _ea _zSI