Facilitating narratives of cultural identity in the classroom

Farini, Federico, Baraldi, Claudio and Scollan, Angela ORCID: https://orcid.org/0000-0001-9005-5838 (2023) Facilitating narratives of cultural identity in the classroom. In: Evolving Dialogues in Multiculturalism and Multicultural Education. Race, Richard, ed. Open University Press, Milton Keynes. . [Book Section] (Accepted/In press)

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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.

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