The Use of Controversial Issues in Higher Education for Citizenship Learning

Pérez-Rodríguez, Noelia; de-Alba-Fernández, Nicolás; Navarro-Medina, Elisa

doi:10.1007/978-3-031-08697-7_9

Cited by 1 publication

(2 citation statements)

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“…Historical awareness as an interpretative filter [11] or temporal compass [12] is an interesting strategy in teacher education to address controversial issues, allowing the possibility of avoiding surprises and dealing with them appropriately when they arise spontaneously in the classroom or are deliberately raised on the basis of curriculum development [25,36] . In all of these topics, gender and its diversity, conflicts or symbolic and physical violence are issues inherent to all historical societies, which is why they must be visible and intentionally dealt with in the teaching of social sciences from interdisciplinary integrated models and perspectives [27,[32][33][34] .…”

Section: Discussionmentioning

confidence: 99%

“…In this context, research by Martínez et al [35] argues that only 4% of future teachers would carry out the training action to address relevant social problems. To this reality should be added the lack of treatment of this type of content in university training, which is more focused on disciplinary and professional problems [36] .…”

Section: The Teaching Of Controversial Issues In History Educationmentioning

confidence: 99%

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Effects of a teacher training programme on historical awareness skills, controversial issues and gender in secondary education

Ortega-Sánchez,

Barba-Alonso

2023

Environ Soc Psychol

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This research analyses the impact of a teaching intervention aimed at the development of historical awareness skills in future secondary school social science teachers (n = 19), and its relationship with the curricular inclusion of controversial issues, gender and its diversity in history education. From a quasi-experimental design, the Epistemology, Methodology and Gender in taught history (EMG) scale was adapted as a data collection instrument. The main results obtained report a statistically significant impact of the intervention on the curricular need for didactic treatment of social problems and controversial issues, and for addressing education for participatory democracy in the social science curriculum; making visible individuals, social groups/collectives and plural identities (including gender); recognizing the relative nature of social-historical knowledge; and redirecting historical knowledge towards purposes oriented towards social transformation and education for the future. Likewise, after the programme, the representations of future teachers tend to weaken the perception of historical knowledge as an interpretative reconstruction of the past, its limited impact on the historicity of the present and its absence in the configuration of desirable futures, and to strengthen the need to understand the historical method in the teaching of social sciences.

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