LEADER 04530nam 22008893 450 001 9910473449103321 005 20250815170256.0 010 $a3-030-71778-X 035 $a(CKB)4100000011807113 035 $a(MiAaPQ)EBC6531848 035 $a(Au-PeEL)EBL6531848 035 $a(OCoLC)1246552598 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/67943 035 $a(ODN)ODN0010068051 035 $a(oapen)doab67943 035 $a(EXLCZ)994100000011807113 100 $a20210901d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDialogue for Intercultural Understanding $ePlacing Cultural Literacy at the Heart of Learning 210 $cSpringer Nature$d2021 210 1$aCham :$cSpringer International Publishing AG,$d2021. 210 4$d©2021. 215 $a1 online resource (171 pages) 311 08$a3-030-71777-1 330 $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. 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In the 21st century, students face a challenging demand: they are expected to have the best scientific expertise, but also highly developed social skills and qualities like teamwork, creativity, communication, or leadership. Even though students and teachers are becoming more aware of this necessity, there is still a gap between academic life and the professional world. 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