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DIalogue and Argumentation for cultural Literacy Learning in Schools


Assessment report on online CLLP resources

This assessment reports the usefulness of the teachers' online resource tool, using data gathered from the set of teachers recruited to test it. It uses the questionnaires generated in WP4 to draw conclusions about the resources, with implications for the future and consideration of the sustainability of the resource beyond the life of the project.

DIALLS student manifesto for cultural literacy

This manifesto will have been co-created by students during the DIALLS 2020 semi-virtual conference, drawing on their discussions about cultures, identities and espousing shared positive values.

Recommended software suite

This deliverable results from a critical review of available tools and preliminary usability studies. It will include a functional analysis of user requirements and assess relevant characteristics of a range of available online collaborative tools. Following small scale user studies in participating countries a final recommendation will be made.

Report on dialogue and argumentation qualitative analysis

This report will detail the qualitative analysis of the transcribed data from the CLLP programme. using the coding schemes detailed in WP5 it will report on the students' interactions looking particularly at: explicitness (students’ capacity to express the cultural values and background knowledge underlying their own arguments); relevance (capacity of analysing and addressing different points of view and arguments, and the values and background knowledge underlying them); critical stance (the capacity to integrate different points of view and implicit, latent values, and to assess the differences and similarities between cultural values, and discuss and negotiate cultural values)

Cultural analysis framework

The cultural analysis framework is formed from a qualitative content and concept analysis of existing research and educational policy reports and documents which focus on broad aspects of culture and intercultural dialogue during the past decade. It is a systematic analysis of European and national education policies dealing with intercultural dialogue policy documentation, to perceive the meanings, uses and interdependence of their core culture-related concepts, such as ‘culture’, ‘values’, ‘cultural heritage’, ‘identity’, ‘multiculturalism’, ‘intercultural dialogue’, ‘citizenship’, ‘participation’ and ‘social responsibility’.

Interim Policy Briefing 1

Policy Briefing document including policy implications and recommendations from the DIALLS project to date. This will focus on the findings from the analysis of policy documentation within Europe and subsequent cultural analysis framework developed in WP2

Cross-comparative analysis of students' dialogue and argumentation skills

This quantitative analysis will capture whether and how the argumentation dialogue based on the aforementioned cultural literacy activities and materials (WP2 & WP3) relate to raising awareness of cultural identities and differences, and encourage the assessment, discussion and renegotiation of cultural values It will take into account the constitution of the classrooms and of the students groups in terms of age, gender and ethnicity variations, as well as the socio-economical context of the school district for each one of the participant schools. In this way, we will be able to identify significant correlations between the activities held, on one hand, and the manifestation of dialogue and argumentation skills at a classroom or group level, on the other.

Confirmation of the International Advisory Board

The appointment of an International Advisory Board will enable a vital critical voice for the project. This team comprises international and interdisciplinary expertise, from policymakers and local stakeholders to highly regarded academics with many years of experience in leading similarly sized projects and who represent the ‘state of the art’ in their fields. In the event of conflicts that are unresolved within the General Assembly, advice will be sought from the International Advisory Board

Report on analysis of students' cultural artefacts

This report will be a social semiotic, viusal and multi-modal analysis of the artefacts created buy the students in response to the Cultural Text and discussions will their peers. The analysis will highlight the themes. culture-specific and intercultural modes of expression, global cultural influences and cultural creativity.

Bibliography of Cultural Texts

The bibliography of Cultural Texts will be the larger selection from which the core texts for using the CLLP will be selected (the selection of the 45 core texts is a milestone 2.1). Unlike the core selection, not all of these texts will be wordless, they will represent multimodal texts produced across Europe. The bibliography will be available on the project website with references to the Cultural Analysis Framework.

Interim Policy Briefing 2

2nd DIALLS policy briefing summarising relevant policy implementations and recommendations. This will focus on the implementation and implications of the CLLP in schools

Selection of Cultural Texts for CLLP

The selection of the core set of Cultural Texts for the CLLP will be described in this public report.

Online pedagogical scenarios

These scenarios will relate to the tasks developed in the CLLP. They will include synchronous and asynchronous tasks, with alternatives tested in limited experiments. Pedagogical adaptations will also include producing versions of these scenarios/tasks and tools in local languages for schools involved in the project

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Intercultural Dialogue in the European Education Policies - A Conceptual Approach

Author(s): Lähdesmäki, Tuuli; Koistinen, Aino-Kaisa; Ylönen, Susanne C.
Published in: 2020
DOI: 10.1007/978-3-030-41517-4

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

Author(s): Maine, F and Vrikki, V (Eds)
Published in: 2021
DOI: 10.1007/978-3-030-71778-0

The Dimensions of Argumentative Texts and Their Assessment

Author(s): Fabrizio Macagno, Chrysi Rapanta
Published in: Studia paedagogica, Issue 24/4, 2020, Page(s) 11, ISSN 2336-4521
DOI: 10.5817/sp2019-4-1

Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels

Author(s): Merce Garcia-Mila, Andrea Miralda-Banda, Jose Luna, Ana Remesal, Núria Castells, Sandra Gilabert
Published in: Sustainability, Issue 13/11, 2021, Page(s) 6410, ISSN 2071-1050
DOI: 10.3390/su13116410

Reconceptualizing cultural literacy as a dialogic practice

Author(s): Fiona Maine, Victoria Cook, Tuuli Lähdesmäki
Published in: London Review of Education, 2019, ISSN 1474-8460
DOI: 10.18546/lre.17.3.12

Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms

Author(s): Fiona Maine, Anna Čermáková
Published in: Learning, Culture and Social Interaction, Issue 29, 2021, Page(s) 100500, ISSN 2210-6561
DOI: 10.1016/j.lcsi.2021.100500

Preparing culturally literate citizens through dialogue and argumentation: rethinking citizenship education

Author(s): Chrysi Rapanta, Maria Vrikki, Maria Evagorou
Published in: The Curriculum Journal, 2020, ISSN 0958-5176
DOI: 10.1002/curj.95

Is Social Responsibility Present in the Agenda of the National Educational Policy Documentations? View from a DIALLS Projection

Author(s): Lilija Duobliene, Sandra Kaire, Irena Zaleskiene
Published in: Acta Paedagogica Vilnensia, Issue 45, 2020, Page(s) 10-29, ISSN 1648-665X
DOI: 10.15388/actpaed.45.1

Walton's types of argumentation dialogues as classroom discourse sequences

Author(s): Chrysi Rapanta, Andri Christodoulou
Published in: Learning, Culture and Social Interaction, 2019, Page(s) 100352, ISSN 2210-6561
DOI: 10.1016/j.lcsi.2019.100352

The challenge of inclusive dialogic teaching in public secondary school

Author(s): Chrysi Rapanta, Mercè Garcia-Mila, Ana Remesal, Cláudia Gonçalves
Published in: Comunicar, Issue 29/66, 2021, Page(s) 21-31, ISSN 1134-3478
DOI: 10.3916/c66-2021-02

Shall we receive more refugees or not? A comparative analysis and assessment of Portuguese adolescents’ arguments, views, and concerns

Author(s): Chrysi Rapanta, Susana Trovão
Published in: Pedagogy, Culture & Society, Issue 28/4, 2020, Page(s) 581-603, ISSN 1468-1366
DOI: 10.1080/14681366.2019.1676298

Coding relevance

Author(s): Fabrizio Macagno
Published in: Learning, Culture and Social Interaction, 2019, Page(s) 100349, ISSN 2210-6561
DOI: 10.1016/j.lcsi.2019.100349