ABSTRACT
This chapter reviews empirical research conducted on Dialogic Literary Gatherings (DLGs) and on the different social impacts they have achieved on children and adults over the world. It examines the dialogic approach to reading in education, turning from an individual process to a collective interpretation of the texts, and presents DLGs as an example of dialogic reading. The chapter also presents the origins of DLGs and some of the distinctive characteristics that differentiate DLGs from other reading circles: only universal classics of literature are read, and the interactions that prevail in the gatherings are based on egalitarian dialogue. It discusses research on DLGs as a practice of dialogic reading that places egalitarian interactions on universal classics of literature as the basis of educational, personal, and social transformations around the world which have contributed to reducing inequalities and improving social cohesion.
