History Education and Global Citizenship Education

Fernández, Antoni Santisteban; Pagès, Joan; Bravo, Liliana

doi:10.1057/978-1-137-59733-5_29

Cited by 15 publications

(10 citation statements)

References 7 publications

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“…It is seen that the dominant national history discourse has swallowed up the understanding of global citizenship. According to Santisteban et al (2018), learning about history can help students understand the battles that men and women have fought and continue to fight for social justice, democracy, equality, and solidarity, as well as the establishment and development of human rights. According to this understanding, history education for global citizenship must denounce the hardships that occurred, are still occurring, and will continue to occur for numerous individuals and societal groups as a result of those who defend banking or commercial and speculative interests.…”

Section: Resultsmentioning

confidence: 99%

“…This supports their ability to be part of a functioning society, which is essential for active and responsible citizenship. Many studies have suggested that addressing controversial topics in history classrooms has valuable potential (Hess, 2008(Hess, , 2009Journell, 2017;Santisteban et al, 2018). Students can acquire the skills described here through explorations of many controversial topics specific to the history of their own countries or world history.…”

Section: Citizenship Education and The Teaching Of Historymentioning

confidence: 99%

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Citizenship education through high school history in Turkey

Kuş

Mert

2023

Citizenship, Social and Economics Education

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This research was undertaken to better understand how the teaching of high school history contributes to citizenship education in Turkey. To achieve this goal, we focused on two main research questions. First, what does the history curriculum in Turkey include regarding citizenship education? Second, what do history educators think about contributing to citizenship education? Phenomenology, one of the qualitative research designs, was applied while seeking the answers to these research questions. Data diversity was ensured, and the history curriculum was analyzed in the first stage of the study. In the second stage, using a semi-structured interview protocol, interviews were conducted with history educators as the relevant curriculum implementers and the findings were examined using content analysis. It was found that the relationship between citizenship and history education is mainly centered on national identity construction. History courses promote democratic and global citizenship to a very limited extent, and, for a variety of reasons, the high school history curriculum of Turkey falls short of achieving the objectives of democratic citizenship education.

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Section: Resultsmentioning

confidence: 99%

Section: Citizenship Education and The Teaching Of Historymentioning

confidence: 99%

Citizenship education through high school history in Turkey

Kuş

Mert

2023

Citizenship, Social and Economics Education

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“…From this definition, education for citizenship and Social Sciences play a preponderant role, since one of its purposes is to form the social thinking of children and young people [14,15], for participation, commitment, and social action [16,17]. To face the complex social problems of our world, youth must form critical and creative thinking [18], i.e., can rationalize information, critically reading reality (causality), understanding beyond the obvious (intentionality) and proposing alternatives and solutions to emerging problems (relativism) [19,20].…”

Section: Identities and Social Sciences Teachingmentioning

confidence: 99%

The Construction of Identities in the Pre-Service Training of Social Sciences Teachers

et al. 2022

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We live in a global society in which conflicts arise from the non-acceptance of existing diversity. To achieve more inclusive and fair societies, it is necessary that education and, specifically, Social Sciences, attend to the development of identities from the school itself. We present a qualitative case study with Primary Education teachers in initial training at two Spanish universities: the Autonomous University of Barcelona and the University of Seville. By means of a questionnaire with open and closed questions, we explored the representations of future teachers on the construction of their identity, as well as their practical perspectives on the approach to identities in the primary classroom. Quantitative and qualitative techniques were used for data analysis. The most relevant results of the study indicate that in the two cases analyzed the students have a mixed perspective on the construction of their identities, in which the elements linked to local, social, and linguistic contexts are more important. In relation to the approach to identities in the classroom, there are some differences and similarities between the groups that make us reflect on the need to promote a model of initial training that links the teaching of identities not only with knowledge of our present and past, but also with social transformation and the future.

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“…El camino hacia esta proyección de una identidad global humana, sin exclusiones ni invisibilidades, pasaría por el abandono de los planteamientos nacionales y eurocéntricos de la enseñanza de las ciencias sociales (Santisteban, Pagès y Bravo, 2018), y por la descolonización, despatriarcalización y des mercantilización de los contenidos (Santos y Aguiló, 2019).…”

Section: Presencias E Invisibilidadesunclassified

In memoriam del maestro Joan Pagès: Enseñar ciencias sociales para lograr un mundo mejor

Fernández

Castellví

Monfort

et al. 2021

REIDICS

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En esta introducción queremos repasar algunas de las temáticas esenciales que caracterizaron el trabajo de nuestro maestro Joan Pagès. A Joan el concepto de "maestro" le gustaba, consideraba que era una de las palabras más bonitas y de más alto rango que existen. De hecho, Palabras clave: enseñanza de las ciencias sociales; educación para la ciudadanía global; pensamiento social crítico; temporalidad; formación del profesorado.

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History Education and Global Citizenship Education

Cited by 15 publications

References 7 publications

Citizenship education through high school history in Turkey

Citizenship education through high school history in Turkey

The Construction of Identities in the Pre-Service Training of Social Sciences Teachers

In memoriam del maestro Joan Pagès: Enseñar ciencias sociales para lograr un mundo mejor

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