The educational benefits of reading aloud in Dialogic Literary Gatherings: experiences and perspectives from the REFUGE-ED project
DOI:
https://doi.org/10.7347/EdL-01-2025-03Keywords:
reading aloud, dialogic learning, Dialogic Literary Gatherings, educational inclusion, Successful Education Actions (SEAs), Dialogic Literary Gatherings (DLG)Abstract
The practice of reading within Dialogic Literary Gatherings (DLG) is emerging as one of the most effective educational models to foster language skills, critical thinking, self-esteem, and social inclusion. This paper analyzes the theoretical framework based on Vygotsky, Bruner, Freire, Habermas, and Flecha, describes the functioning of DLGs, and synthesizes the main empirical evidence gathered from projects such as INCLUD-ED. Strategies for inclusion and social cohesion in Europe from education, REFUGE-ED. Effective practices in education, mental health and psychosocial support for the integration of refugee children and REVERS-ED. Trends on educational inequalities over time and successful interventions that contribute to reverse them. Special attention is given to the implementation experience in Sicily (Palermo, Acate, and Vittoria) as part of the REFUGE-ED project, coordinated for Italy by the University of Florence in collaboration with CISS Palermo. Teacher training and co-creation of educational activities proved to be crucial for the initiative’s success. Results show significant improvements in language skills, a reduction of cultural prejudices, and the strengthening of non-violent educational environments. The article highlights the importance of disseminating DLG as an educational practice to counteract inequalities and promote active citizenship.
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