Conference Program

This presentation examines the findings of field research conducted within the framework of the Horizon Europe programme research project “Cultural Literacies’ Value in Europe” (CLiViE) (No.101132285). Currently, social inclusion and tolerance face major and growing challenges across Europe. In Latvia, the tensions between ethnic and linguistic communities have intensified, partly exacerbated by the geopolitical pressures generated by Russia’s war on Ukraine (Budrytė 2023). The research project CLiViE responds directly to these challenges by applying a theory of change methodology (Connell and Kubisch 1998; Harris 2005) to support meaningful social transformation towards social inclusion. While it is possible to apply a theory of change from different perspectives and in different ways, this study focuses on sector or target group theory of change, i.e., the research is focused on how change happens when activities are implemented within a target group (Reeler 2007). This presentation analyses activity “The Other in Art and Life” addressed to young people, implemented in collaboration with non-academic organisation, namely, Marko Rothko Museum in Daugavpils (Latvia). The activity engaged youth aged 16‑18 (n=30) recruited from diverse cultural and linguistic backgrounds, including Latvian, Russian, and Belarusian-speaking families. Based on a theory of change, the researchers locate this activity within a wider analysis of how change comes about, draw on external learning about development and how change happens at different levels, and articulate their understanding of change. The theory of change as an approach demonstrates the importance of understanding both what changes it is helping to bring about and also how those changes happen. The study conducted in Latvia shows how non-formal art-based education can function as a platform for social inclusion. Through creative practices young people encounter multiple perspectives on ways of living in the world. These encounters can challenge dominant narratives, stimulate critical reflection and deepen empathy by allowing learners to inhabit experiences different from their own. Arts-based pedagogies also encourage co-learning, collaboration and learner agency, providing spaces where young people can explore cultural diversity in dialogic and transformative ways. The research conducted in Latvia shows that cultural literacy fosters critical awareness, empathy and the ability to navigate diverse social environments, all of which are essential for constructive intercultural dialogue, and social inclusion. Cultural literacy enables learners to interpret cultural meanings, question assumptions and understand how identities are shaped within social, historical and political contexts. These abilities are essential for fostering productive intercultural dialogue and for cultivating the attitudes of openness, curiosity and respect that underpin mutual understanding. In diverse societies, such competencies can help counter polarisation, reduce prejudice and support the broader goals of social cohesion and tolerance. By equipping young learners with the tools to interpret cultural differences thoughtfully and respectfully, art-based educative initiatives contribute to mutual understanding and help counteract stereotypes, prejudice and exclusion.