Integrated member

Biographical Note

Chrysi Rapanta, PhD in Communication sciences (with recognition in Education) from the University of Lugano, Switzerland, is invited Assistant Professor at NOVA FCSH, where she teaches courses related to Intercultural Education, Educational Argumentation and Research Methodology to master and PhD students. She was involved in several research programs funded by national and European funding agencies, such as the DIALLS EU project (2018-2021), aiming at fostering dialogic classrooms and cultural literacy dispositions among students from 5 to 15 years old. She is author of several papers published at high-quality educational research journals, such as Review of Educational Research, Educational Psychology Review, and Teaching and Teacher Education. She is an Editorial Board member of “Dialogic Pedagogy: A journal for Studies of Dialogic Education” and “Postdigital Science and Education”. She appeared in the Elsevier’s list of most cited researchers in the world for years 2021 and 2022.

Research Interests

Educational argumentation
Intercultural education
Dialogic teaching
Digital education
Pedagogical innovation

Relevant Publications

Rapanta, C. & Felton, M. (2021). Learning to argue through dialogue: A review of instructional approaches. Educational Psychology Review, 34(2), 477-509. https://doi.org/10.1007/s10648-021-09637-2

Rapanta, C., Vrikki, M., & Evagorou, M. (2021). Preparing culturally literate citizens through dialogue and argumentation: rethinking citizenship education. Curriculum Journal, 32(3), 475-494. https://doi.org/10.1002/curj.95

Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923-945. https://doi.org/10.1007/s42438-020-00155-y

Rapanta, C., Garcia-Mila, M., Remesal Ortiz, A., & Gonçalves, C. (2020). The challenge of inclusive dialogic teaching in public secondary schools. Revista Comunicar, 29(66), 9-20. https://doi.org/10.3916/C66-2021-02

Rapanta, C. (2019). Argumentation strategies in the classroom. Delaware: Vernon Press.

Current PhD students

Mariana Peramezza Del Fiol

The use of artificial intelligence tools for pedagogical innovation in higher education

Pedro Filipe Matos Lopes

Inclusive dialogic learning in English as a Foreign Language: enhancing intercultural citizenship

Michele Broccia

The ‘fluid’ approach to language teaching

Ingrid Noemi González (co-supervision, Universidad Alberto Hurtado, Chile)

Argumentation as a pedagogical practice in university teaching, and its potential to promote learning

Shabnam Gulamhussen (co-supervision, NOVA)

The English language classroom as a site for promoting global citizenship education: an action research study

External collaborations

Mercè Garcia-Mila (Universidad de Barcelona, Spain)
Luca Botturi (SUPSI, Switzerland)
Kalypso Iordanou (Lancaster University, Cyprus)
Mark Felton (San Jose State University, USA)
Peter Goodyear (University of Sydney, Australia)

Alumni

Adriana Padilha da Rosa Ramos (Co-supervision)