Facilitating narratives of cultural identity in the classroom

Book chapter

Farini, F., Baraldi, C. and Scollan, A. 2024. Facilitating narratives of cultural identity in the classroom. in: Race, R. (ed.) Evolving Dialogues in Multiculturalism and Multicultural Education Milton Keynes Open University Press.
Chapter titleFacilitating narratives of cultural identity in the classroom
AuthorsFarini, F., Baraldi, C. and Scollan, A.
Abstract

This chapter discusses findings from the SHARMED (Shared Memories and Dialogue) project. The project final report, MOOC and Train the Trainer guidelines can be accessed via (https://www.sharmed.eu/uk-international/project/).
SHARMED was a project to implement pedagogical innovation funded by the Erasmus+ Programme, designed and delivered by the University of Suffolk (United Kingdom, 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 in 48 classes across Germany, Italy and the UK.
Children were invited to bring photographs related to their memories and shared narratives of those memories. Facilitation was introduced to open up spaces that promote children’s authorship of narratives.

Sustainable Development Goals4 Quality education
Middlesex University ThemeCreativity, Culture & Enterprise
Research GroupCentre for Education Research and Scholarship (CERS)
Book titleEvolving Dialogues in Multiculturalism and Multicultural Education
EditorsRace, R.
PublisherOpen University Press
McGraw Hill
Place of publicationMilton Keynes
Edition1st Edition
ISBN
Paperback9780335250578
Electronic9780335250585
Publication dates
Print20 Mar 2024
Publication process dates
Deposited03 Mar 2023
Submitted06 Mar 2022
Accepted07 Jan 2023
Output statusAccepted
Related Output
Is part ofhttps://www.mheducation.co.uk/evolving-dialogues-in-multiculturalism-and-multicultural-education-9780335250578-emea-group
LanguageEnglish
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Scollan, A. 2014. Children’s right, participation & self determination ‘space’. Research Student Summer Conference at Middlesex University 2014.
Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS).
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