Conclusion: General Reflections on SHARMED as Innovative Pedagogy

Lifewide Learning in Postdigital Societies

“…In my personal experience as well as in the literature (see e.g. Conti 2021;and Baraldi et al 2022b), the more the group members trust the group, feel heard and confident of opening up; sharing personal stories and discussing openly challenging topics, the more they advance towards genuine discussion. Similarly, in my personal experience, the more the group addresses differences and selfmanages disruptive conflicts and discussions tending towards creative solutions, the more the group moves towards effective dialogue and community engagement.…”

The role of trust in the positioning of children with Migrant Backgrounds: Reflections on teachers’ narratives from London primary schools

“…Based on facilitation, facilitative dialogic teaching aims to create the opportunity to negotiate and share individual contributions in educational interactions, valuing the positive involvement of all participants, independently from expectations of standardised (and adult-evaluated) role performances. A recent action-research at the intersection of facilitative dialogic teaching and intercultural education, supported by the European Commission (Erasmus+ 2015–2018 Project Shared Memories and Dialogue , www.sharmed.eu) has demonstrated the possibility for facilitation to successfully create conditions for personal trust that can support CMB agency (Baraldi et al, 2021). Research suggests that in classroom interactions, facilitation makes it possible to coordinate and manage children’s active participation whilst assuring the achievement of curricular learning-outcomes (Baraldi et al, 2021).…”

“…A recent action-research at the intersection of facilitative dialogic teaching and intercultural education, supported by the European Commission (Erasmus+ 2015–2018 Project Shared Memories and Dialogue , www.sharmed.eu) has demonstrated the possibility for facilitation to successfully create conditions for personal trust that can support CMB agency (Baraldi et al, 2021). Research suggests that in classroom interactions, facilitation makes it possible to coordinate and manage children’s active participation whilst assuring the achievement of curricular learning-outcomes (Baraldi et al, 2021). Facilitative dialogic teaching provokes education, if an inclusive form of trust is to be created toward integration based on agency of all children, to substitute the pupil with the child as the internal reference of the education system.…”

“…Whilst children’s trust in education has been the object of research (Baraldi et al, 2021; Farini, 2019), less attention has been devoted to other end of the trusting relationship: teachers’ trust in children. Stimulated by teachers’ narratives emerging from qualitative interviews for the project Child-UP, this article aims to tackle that gap by investigating teachers’ trust in children and how different forms of teacher trust can contribute to the different positioning of CMB.…”