The Educational Research Review, ranked number 3 among the 270 Educational Research journals in the Web of Science, has recently published an article entitled “Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities”, co-authored by researchers of the Community of Researchers on Excellence for All (CREA).
The article consists of a systematic review of the 46 articles published between 2010 and 2021 in journals indexed in the Web of Science (WoS) and Scopus databases, dealing with dialogic literary gatherings (DLGs).
The results of the review clarify the existing evidence on the social, educational, and learning impact of DLGs on children, adolescents, and adults involved in different settings. All the reviewed articles provide evidence on DLGs as a space for dialogue and exchange among participants, and most of them collect evidence on how DLGs promote self-improvement through learning and education and achieve a non-violent climate of coexistence. Moreover, 65% of the reviewed articles show that DLGs contribute to overcoming stereotypes and cultural barriers, 57% highlight that the action increases one’s self-esteem, 74% point out that the impacts reach the community, and 65% conclude that they improve educational and social expectations.
This article supports the relevance of the Dive-In-Dialogue project in disseminating the implementation of Dialogic Literary Gatherings for the improvement of key competences among students in different countries and settings. Moreover, the Dive-In-Dialogue promotes innovation through the transference to other types of dialogic gatherings, on which research is more recent.
