Titlebook: Dialogue for Intercultural Understanding; Placing Cultural Lit Fiona Maine,Maria Vrikki Book‘‘‘‘‘‘‘‘ 2021 The Editor(s) (if applicable) and

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https://doi.org/10.1007/978-3-319-60249-3tanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Educ

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Emina Suba?i?,Katherine J Reynoldsthem create tensions among nations, social groups or cultures. In the face of growing multiculturalism and need for dialogue, social responsibility as a concept in the educational field has received due attention. For instance, Berman (Educational Leadership, November:75–80, 1990; Children’s social

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https://doi.org/10.1057/9780230306431luntary movement of people to and within Europe, and influence of social media on culture, communication, and society. Europe has become an increasingly diverse and pluricultural continent where many people simultaneously identify with multiple different cultural and social groups. In such “super-di

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https://doi.org/10.1007/978-3-030-27765-9icturebooks. The activity of talking about these visual texts was a central part of the DIALLS project as children joined together not only to make meaning from them, but also use them as stimuli for deeper philosophical thinking about themes around living together and social responsibility. The dis

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How Press Propaganda Paved the Way to Brexitiew), is integral to notions of cultural identity and cultural literacy. The acknowledgement of identity formation as an ongoing, dynamic process through interaction rather than a pre‐conceived characteristic arises as an imperative need, in order to encourage democracy to thrive through constructiv

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How Press Propaganda Paved the Way to Brexitaboration and understanding of European values in collaborative dialogue between students, with teacher-led reflection on wordless texts. Wordless texts are books or videos that comprise sequences of pictures which stimulate student readers to reconstruct the attendant narratives (see Chapters . and