This paper explores how the d@rts project reimagines cultural literacy as a dialogic practice (Maine et al., 2019) embedded in performing arts education, addressing its potential to enhance social cohesion and inclusion (European Union, 2019) across diverse European and global contexts. Rooted in a postcolonial framework (e.g., Bhaba, 2012), the project redefines cultural literacy beyond knowledge acquisition to include mutual engagement and the co-creation of meaning through embodied, dialogical interaction in music, dance, and drama (e.g., Mabingo et al., 2020). This transformative approach is exemplified by the DIALOGART format, a participatory methodology fostering collaboration among educators, artists, and community members (e.g., Bala, 2018). Drawing on case studies from five European countries (Norway, Finland, Germany, Italy, Serbia), the paper examines how dialogical processes can deconstruct hegemonic narratives and empower marginalized voices. Through innovative assessment tools like cultural literacy portfolios (e.g., Deardorff, 2011), d@rts supports the development of critical competences that bridge individual and collective identities, enabling participants to negotiate cultural differences in respectful, inclusive ways.

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