- Garcia Yeste, C., Gairal Casado, R., Munté Pascual, A., & Plaja Viñas, T. (2018). Dialogic literary gatherings and out-of-home child care: Creation of new meanings through classic literature. Child & Family Social Work, 23(1), 62-70. https://doi.org/10.1111/cfs.12384
- Keidel, J. L., Davis, P. M., Gonzalez-Diaz, V., Martin, C. D., & Thierry, G. (2013). How Shakespeare tempests the brain: neuroimaging insights. Cortex, 49(4), 913-919. https://doi.org/10.1016/j.cortex.2012.03.011
- López de Aguileta, G., Torras-Gómez, E., García-Carrión, R., & Flecha, R. (2020). The emergence of the language of desire toward nonviolent relationships during the dialogic literary gatherings. Language and Education, 34(6), 583-598. https://doi.org/10.1080/09500782.2020.1801715
There is an ongoing public debate on the idea that it is necessary to stop reading classical literature at school for students to enjoy reading. Nevertheless, research has shown the social impacts of reading the literary classics (Keidel et al., 2013), including doing so through a Successful Educational Action such as de Dialogic Literary Gatherings (DLG) (e.g. García Carrión et al.; 2015; García Yeste et al., 2018; López de Aguileta et al., 2020). Students of all ages and backgrounds explain themselves how they learn and become enthusiastic about reading when they participate in DLG.
Schools must approach and teach those works which are part of Humanity’s Heritage. If not, we are stealing them from the children.
OTHER SCIENTIFIC ARTICLES & SOURCES:
- García-Carrión, R. (2015). What the dialogic literary gatherings did for me: The personal narrative of an 11-year-old boy in a rural community in England. Qualitative Inquiry, 21(10), 913-919. https://doi.org/10.1177/1077800415614305