Ezia Locantore
Reading aloud children’s literature can be conceived as an educational practice of intercultural mediation from early childhood onwards. Framing intercultural education as an intentional educational project that spans formal, non-formal, and informal contexts, this article examines a qualitative case study conducted in an Italian school abroad in Peru and in a preschool setting in Italy. The findings highlight how narratives rooted in diverse cultural traditions can foster symbolic spaces for engaging with otherness and support experiences of openness towards multiple languages, memories, and imaginaries.