Exploring the impact of dialogic literary gatherings on students’ relationships with a communicative approach

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dc.contributor.authorGarcía Carrión, Rocío
dc.contributor.authorVillardón Gallego, Lourdes
dc.contributor.authorMartínez de la Hidalga, Zoe
dc.contributor.authorMarauri Ceballos, Jesús
dc.date.accessioned2024-11-06T11:10:47Z
dc.date.available2024-11-06T11:10:47Z
dc.date.issued2020-10
dc.date.updated2024-11-06T11:10:47Z
dc.description.abstractTaking a communicative approach in a qualitative inquiry entails including people’s voices through dialogues that are egalitarian and oriented toward transformation. This approach aligns with the transformative paradigm in the pursuit of ensuring the inclusion of the most vulnerable groups. This article explores the role of the communicative approach when conducting a case study in an elementary school to study the impact of dialogic literary gatherings (DLGs) on students’ relationships, particularly for those students most at risk of being marginalized. For that purpose, dialogic encounters with teachers and students occurred in the school to jointly develop the research. During the DLGs, researchers engaged in egalitarian dialogues with the students, and these dialogues facilitated getting to know each other and building relationships of trust. The communicative approach in this study allowed us to establish a profound dialogue with 9-year-old girls to grasp the transformative impact they experienced in their relationships with others. Students’ voices are considered essential in communicative research to provide socially useful results and to measure transformative social impacts beyond the educational establishmenten
dc.description.sponsorshipThe author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The work leading to this invention has received funding from the Spanish Research Grant EDU2015-66395-R(MINECO/FEDER, UE)en
dc.identifier.citationGarcía-Carrión, R., Villardón-Gallego, L., Martínez-de-la-Hidalga, Z., & Marauri, J. (2020). Exploring the impact of dialogic literary gatherings on students’ relationships with a communicative approach. Qualitative Inquiry, 26(8-9), 996-1002. https://doi.org/10.1177/1077800420938879
dc.identifier.doi10.1177/1077800420938879
dc.identifier.issn1552-7565
dc.identifier.urihttps://hdl.handle.net/20.500.14454/1668
dc.language.isoeng
dc.publisherSAGE Publications Inc.
dc.rights© The Author(s) 2020
dc.subject.otherCommunicative approach
dc.subject.otherDialogic literary gatherings
dc.subject.otherQualitative inquiry
dc.subject.otherSocial impact
dc.titleExploring the impact of dialogic literary gatherings on students’ relationships with a communicative approachen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.endPage1002
oaire.citation.issue8-9
oaire.citation.startPage996
oaire.citation.titleQualitative Inquiry
oaire.citation.volume26
oaire.licenseConditionhttps://creativecommons.org/licenses/by-nc/4.0/
oaire.versionVoR
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