ABSTRACT
This chapter explores the application of multiliteracies in Greece through a culturally responsive pedagogical intervention in preschool education. The two important pillars of multiliteracies, namely diversity and multimodality, are explored through harnessing kindergarten learners’ lifeworlds, which are discussed both through novel narration of students’ biographies and collective reflection of their diversity (symbolic, embodied, and material differences). In this context, students’ diversity and lived and diversified experiences were a source of collaborative, authentic, and creative knowledge production. The outcome of this reflexive learning was a multimodal intercultural fairy tale. This artifact combined verbal and non-verbal elements of communication as well as students’ drawings, and it broadened their understanding of self and “others,” while at the same time helping them develop a more coherent view of the complexity of the modern world. The result was a powerful identity text which (re)affirmed intra and interpersonal dialogues immersed in students’ cultural and linguistic backgrounds.
