"No one will criticize you": Keys for Egalitarian Participation in Dialogic Literary Gatherings
https://doi.org/10.17583/remie.8830
Keywords:
Abstract
There is an international consensus on the importance of ensuring the equal participation of all learners, including those with special needs. Decades of research have shown that dialogue and interactions are key in learning and development. However, less is known about how to ensure equal participation in a context with diverse students. This study implements an educational practice based on interaction and dialogue that has been shown to favor educational success in different contexts (Dialogic Literary Gatherings). Specifically, it explores in depth the case of a school in which 18 observations were carried out in Secondary Education, 2 interviews with teachers and a Discussion Group with students. The results of the study indicate that the Dialogic Literary Gatherings guarantee equal participation, making all students, even those who do not participate in other contexts, feel more confident to intervene, to listen actively and respect the contributions of their peers, and to learn from the contributions of their classmates.
Downloads
References
Aguilar, C., Alonso, M. J., Padrós, M., y Pulido, M. Á. (2010). Lectura dialógica y transformación en las Comunidades de Aprendizaje. Revista Interuniversitaria de Formación del Profesorado, 24(1), 31-44. https://www.redalyc.org/pdf/274/27419180003.pdf
Google Scholar CrossrefAubert, A., Flecha, A., García, C., Flecha, R., y Racionero, S. (2008). Aprendizaje dialógico en la sociedad de la información. Hipatia.
Google Scholar CrossrefBakhtin, M.M. (2000). The Dialogic Imagination. University of Texas Press.
Google Scholar CrossrefBritish Educational Research Association [BERA]. (2018). Ethical Guidelines for Educational Research (4th Edition). British Educational Research Association. Recuperado de: https://www.bera.ac.uk/researchers-resources/publications/ethicalguidelines-for-educational-research-2018
Google Scholar CrossrefBruner, J. (1997). La educación, puerta de la cultura (versión de 2013). Machado Nuevo Aprendizaje.
Google Scholar CrossrefComisión Europea. (2011). Added Value of Research, Innovation and Science Portfolio. Recuperado de: https://ec.europa.eu/commission/presscorner/detail/en/MEMO_11_520
Google Scholar Crossrefde Botton, L., Girbés, S., Ruiz, L., y Tellado, I. (2014). Moroccan mothers’ involvement in dialogic literary gatherings in a Catalan urban primary school: Increasing educative interactions and improving learning. Improving Schools, 17(3), 241–249. doi: 10.1177/1365480214556420
Google Scholar CrossrefFernández-Villardón, A., Valls-Carol, R., Melgar, P., y Tellado, I. (2021). Enhancing Literacy and Communicative Skills of Students with Disabilities in Special Schools Through Dialogic Literary Gatherings. Frontiers in Psychology, 12, 1275. doi: 10.3389/fpsyg.2021.662639
Google Scholar CrossrefFlecha, R. (1997). Compartiendo palabras. Paidós.
Google Scholar CrossrefFlecha, R. (2006-2011). INCLUD-ED: Strategies for Inclusion and Social Cohesion in Europe from Education (FP6 028603-2). Sixth Framework Program of Research of the European Commission. European Commission.
Google Scholar CrossrefFlecha, R. (Ed.) (2015). Successful educational actions for inclusion and social cohesion in Europe. Springer.
Google Scholar CrossrefFoncillas Beamonte, M., Santiago-Garabieta, M., y Tellado, I. (2020). Análisis de las Tertulias Literarias Dialógicas en Educación Primaria: un Estudio de Caso a través de las Voces y Dibujos Argumentados del Alumnado. Revista Multidisciplinar de Investigación Educativa, 10(3). doi: 10.17583/remie.2020.5645
Google Scholar CrossrefFreire, P. (1984). La Importancia de Leer y el Proceso de Liberación. Siglo XXI.
Google Scholar CrossrefGarcía Yeste, C., Gairal Casadó, R., Munté Pascual, A., y Plaja Viñas, T. (2018). Dialogic Literary Gatherings and out-of-home child care: Creation of new meanings through classic literature. Child and Family Social Work, 23(1), 62–70. doi:10.1111/cfs.12384
Google Scholar CrossrefGarcía-Carrión, R. (2015). What the Dialogic Literary Gatherings did for me: The personal narrative of an 11-year-old boy in a rural community in England. Qualitative Inquiry, 21(10), 913–919. doi: 10.1177/1077800415614305
Google Scholar CrossrefGarcía-Carrión, R. (2018-2020). Interactive Learning Environments for the Inclusion of Students with and Without Disabilities: Improving Learning, Development and Relationships (EDU2017-88666-R). Spanish National Program for Research Aimed at the Challenges of Society.
Google Scholar CrossrefGarcía-Carrión, R., López de Aguileta, G., Padrós, M., y Ramis-Salas, M. (2020). Implications for Social Impact of Dialogic Teaching and Learning. Frontiers in Psychology, 11(February), 1–11. doi: 10.3389/fpsyg.2020.00140
Google Scholar CrossrefGarcía-Carrión, R., Molina Roldán, S., y Roca, E. (2018). Interactive Learning Environments for the Educational Improvement of Students with Disabilities in Special Schools. Frontiers in Psychology, 9, 1744. doi: 10.3389/fpsyg.2018.01744
Google Scholar CrossrefGarcía-Carrión, R., Villardón-Gallego, L., Martínez-de-la-Hidalga, Z., y Marauri, J. (2020). Exploring the Impact of Dialogic Literary Gatherings on Students’ Relationships with a Communicative Approach. Qualitative Inquiry. https://doi.org/10.1177/1077800420938879
Google Scholar CrossrefGómez, A., Padrós, M., Ríos, O., Mara, L.C., y Pukepuke, T. (2019). Reaching Social Impact Through Communicative Methodology. Researching With Rather Than on Vulnerable Populations: The Roma Case. Frontiers in Education, 4(9). doi: 10.3389/feduc.2019.00009
Google Scholar CrossrefGómez, A., Racionero, S., Sordé, T. (2010). Ten years of critical communicative methodology. International Review of Qualitative Research, 3, 17-43. doi:10.1525/irqr.2010.3.1.17
Google Scholar CrossrefHabermas, J. (2001). Teoría de la Acción Comunicativa (Vol. I y II). Taurus.
Google Scholar CrossrefHargreaves, L., y García-Carrión, R. (2016). Toppling teacher domination of primary classroom talk through dialogic literary gatherings in England. FORUM: for promoting 3-19 comprehensive education, 58,(1), 15-25.
Google Scholar CrossrefLeón-Jiménez, S. (2020). “This Brings you to Life” The Impact of Friendship on Health and Well-being in Old Age: The Case of La Verneda Learning Community. Research on Ageing and Social Policy, 8(2), 191-215. doi: 10.4471/rasp.2020.5538
Google Scholar CrossrefLlopis, A., Villarejo, B., Soler-Gallart, M., y Álvarez, P. (2016). (Im)Politeness and Interactions in Dialogic Literary Gathering. Journal of Pragmatics, 94, 1–11. doi: 10.1016/j.pragma.2016.01.004
Google Scholar CrossrefLopez De Aguileta, G. (2019). Developing school-relevant language and literacy skills through Dialogic Literary Gatherings. International Journal of Educational Psychology, 8(1), 51-71.doi: 10.17583/ijep.2019.4028
Google Scholar CrossrefLópez de Aguileta, G.; Torras-Gómez, E.; García-Carrión, R., y Flecha, R. (2020) The emergence of the language of desire toward nonviolent relationships during the dialogic literary gatherings, Language and Education, doi: 10.1080/09500782.2020.1801715
Google Scholar CrossrefMercer, N., Hargreaves, L., y García-Carrión, R. (2016). Aprendizaje e Interacciones en el Aula. Hipatia Press.
Google Scholar CrossrefMolina Roldán, S. (2015). Alba, a girl who successfully overcomes barriers of intellectual disability through dialogic literary gatherings. Qualitative Inquiry, 21(10), 927-933.
Google Scholar CrossrefMolina Roldán, S., Marauri, J., Aubert, A., y Flecha, R. (2021). How Inclusive Interactive Learning Environments Benefit Students Without Special Needs. Frontiers in Psychology, 12(April). doi: 10.3389/fpsyg.2021.661427
Google Scholar CrossrefNavarro-Mateu, D, Gómez-Domínguez, T., Padrós Cuxart, M. y Roca-Campos, E. (2021). Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students with Special Needs in Secondary Education. Frontiers in Psychology. 12:662650. doi: 10.3389/fpsyg.2021.662650
Google Scholar CrossrefOrganización de las Naciones Unidas. (2015). Objetivos de Desarrollo del Milenio: Informe 2015. ONU. Recuperado de: https://www1.undp.org/content/undp/es/home/librarypage/mdg/the-millennium-development-goals-report-2015/
Google Scholar CrossrefSantiago-Garabieta, M., García-Carrión, R., Zubiri-Esnaola, H., y López de Aguileta, G. (2021). Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context. Language Teaching Research 0(0), 1-20. doi: 10.1177/1362168821994142
Google Scholar CrossrefStake, R.E. (1995). The Art Of Case Study Research. SAGE Publications.
Google Scholar CrossrefVillardón-Gallego, L., García-Carrión, R., Yáñez-Marquina, L., y Estévez, A. (2018). Impact of the Interactive Learning Environments in Children’s Prosocial Behavior. Sustainability, 10(2138). doi: 10.3390/su10072138
Google Scholar CrossrefVygotsky, L. (1989). El Desarrollo de los Procesos Psicológicos Superiores. Grijalbo.
Google Scholar CrossrefPublished
Almetric
Dimensions
How to Cite
Issue
Section
License
Copyright (c) 2021 Multidisciplinary Journal of Educational Research
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
Most read articles by the same author(s)
- Rocío García-Carrión, Lourdes Villardón-Gallego, Dialogue and Interaction in Early Childhood Education: A Systematic Review , Multidisciplinary Journal of Educational Research: Vol. 6 No. 1 (2016): February