This paper presents the analysis of a series of workshops conducted in Italian multicultural classrooms, involving children aged 9–12. The workshops were based on the collection of photos representing the children’s memory and were designed to enhance dialogic facilitation of narratives in the classroom. Starting from the collected photos, a facilitator promoted the interactional production of narratives of memory and identity. The workshops were entirely video-recorded for purposes of analysis. First of all, the paper presents the theoretical background of the analysis, including the concepts of narratives, memory, social use of photography, facilitation of children’s agency, and intercultural communication. Secondly, it includes one example of the analysis conducted on the basis of the transcripts of the video-recorded workshops showing the ways in which narratives of children’s memory have been facilitated during the workshops.

中文翻译：

---

多元文化课堂中记忆和对话的叙述

本文分析了在意大利多元文化课堂上举办的一系列研讨会，涉及 9-12 岁的儿童。讲习班以收集代表儿童记忆的照片为基础，旨在加强课堂叙事的对话促进。从收集到的照片开始，主持人促进了记忆和身份叙事的互动生产。为了分析的目的，研讨会完全被录像。首先，本文介绍了分析的理论背景，包括叙事、记忆、摄影的社会使用、促进儿童能动性和跨文化交流的概念。第二，