The ChiPE project will involve two Learning Communities in Spain and six primary schools in England in the course of the coming year (2013-2014). The project will include interviews, discussions and classroom observations which involve children, their teachers and their families.

This case studies will address the research questions:

How dialogic learning contexts enhance the inclusion of the families’ epistemological beliefs into school in order to capitalise on their knowledge? Does it promote classroom epistemic climates? Do teachers contribute to create more inclusive epistemic climates?

Schools working as learning communities prevent early school leaving and create an inclusive ethos. In which ways schools working as learning communities better relate teachers, children and families’ epistemological beliefs and better connect children’s diverse out-of-school knowledge?