The SHARMED project: the promotion of dialogic intercultural learning in the classroom

Book chapter

Baraldi, C., Farini, F and Scollan, A. 2024. The SHARMED project: the promotion of dialogic intercultural learning in the classroom. in: Race, R. (ed.) Evolving Dialogues in Multiculturalism and Multicultural Education Open University Press.
Chapter titleThe SHARMED project: the promotion of dialogic intercultural learning in the classroom
AuthorsBaraldi, C., Farini, F and Scollan, A.
Abstract

This chapter discusses findings from the SHARMED (Shared Memories and Dialogue) project. SHARMED was a project to implement pedagogical innovation funded by the Erasmus+ Programme, designed and delivered by the University of Suffolk (UK), the University of Modena and Reggio Emilia (Italy) and Universität Jena (Germany) between 2016 and 2018.
SHARMED aims were: 1) promoting new experiences of education, with specific consideration for respect of promotion of intercultural dialogue; 2) fostering equity in participants’ contributions to classroom interaction; 3) enhancement of new experiences of education in European schools and settings, responding to the need to innovate traditional ways of dealing with different perspectives, which is particularly felt in some contexts (Farini, 2019).
The SHARMED project was based on the use of workshops to facilitate children aged 8-13 years in producing and sharing narratives related to personal memories. SHARMED involved 48 classes in Germany, Italy and UK. In SHARMED workshops, children were invited to bring photographs related to their memories and shared narratives of those memories. The promotion of children’s authorship of narratives was based on facilitation as a methodology to enhance empowerment and recognition of children’s contributions

Sustainable Development Goals4 Quality education
10 Reduced inequalities
Middlesex University ThemeSustainability
Health & Wellbeing
Research GroupCentre for Educational Research and Scholarship
Book titleEvolving Dialogues in Multiculturalism and Multicultural Education
EditorsRace, R.
PublisherOpen University Press
McGraw Hill
ISBN
Electronic9780335250585
Paperback9780335250578
Publication dates
Print20 Mar 2024
Publication process dates
Accepted26 Oct 2023
Deposited04 Jun 2024
Output statusPublished
Publisher's version
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Restricted
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Is part ofhttps://www.mheducation.co.uk/evolving-dialogues-in-multiculturalism-and-multicultural-education-9780335250578-emea-group
LanguageEnglish
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Scollan, A. 2009. Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS). Extended Services and Early Years Conference. London Borough of Sutton
'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings
Scollan, A. 2013. 'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings. Community of Practice Poster Conference. Middlesex University
A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice
Scollan, A. 2013. A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice. 23rd EECERA Conference: Values, Culture & Contexts. Tallin University, Estonia Aug 2013
Knowledge transfer and continuous professional development - complexities & challenges
Scollan, A. and Allen, S. 2014. Knowledge transfer and continuous professional development - complexities & challenges. Middlesex University Conference 2014. London
Professional training in the early years sector: managing the complexities of policy and practice
Scollan, A. and Allen, S. 2014. Professional training in the early years sector: managing the complexities of policy and practice. International Conference: A Child's World – Next Steps. Aberystwyth University, Aberystwyth, Wales, UK 25 - 27 Jun 2014
Exploring professionals' perceptions of effective provision for two year old children in England
Scollan, A. and Allen, S. 2014. Exploring professionals' perceptions of effective provision for two year old children in England. 24th European Early Childhood Education Research Association (EECERA) Conference - ‘Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes'. Crete, Greece
Supporting early years practitioners to manage the complexities of policy change
Allen, S. and Scollan, A. 2013. Supporting early years practitioners to manage the complexities of policy change. University of Chichester Learning and Teaching Conference 2013. Chichester, UK 11 Jun 2013
Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession
Allen, S. and Scollan, A. 2013. Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession. 23rd EECERA Conference: Values, Cultures & Contexts. Tallin University, Estonia 28 - 31 Aug 2013