The histories we tell: historical consciousness and student protests in a Chilean public high school

Mayorga, Rodrigo

doi:10.1080/13642529.2022.2136595

Cited by 3 publications

(3 citation statements)

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“…So there are fears that history subjects will be abolished from the educational curriculum. As a result, there were a number of Indonesian history teacher professional groups (the Indonesian History Teachers Association), history communities, historical education study program associations, and historians who protested [8]. This immediately received a response by the Ministry of Education that history subjects would not be abolished in the educational curriculum [9].…”

Section: Ichelssmentioning

confidence: 99%

Hierarchy of Indonesian History Subjects in the Implementation of the Independent Curriculum

Dewi Riang Tati,

et al. 2024

KSS

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A nation can be built on the foundation of its education. The quality of an education reveals the progress and decline of a country. A country that has a strong educational foundation will also be able to create superior and globally competitive human resources. However, considering the changes in the character of students who continue to move dynamically following the times, the Ministry of Education and Culture initiated the 2013 Independent Curriculum. A question that arises is the position of history education in the independent curriculum. The current study uses a descriptive causative research method to describe data that have been collected without any intention of making generalized conclusions. The result of this study is the impact on teachers of history subjects related to reducing the number of lesson hours, but the solution adopted is to coordinate P5 (Pancasila student profile strengthening project) as a substitute for reduced hours. As for students, more emphasis is given on contextual learning that is close to the real life of students in order to create meaningful learning. Keywords: Indonesian history, independent crriculum

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Section: Ichelssmentioning

confidence: 99%

Hierarchy of Indonesian History Subjects in the Implementation of the Independent Curriculum

Dewi Riang Tati,

et al. 2024

KSS

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“…La educación pública chilena enfrenta, en la actualidad, múltiples y complejos desafíos. Algunos autores han denunciado que las escuelas públicas viven una crisis, marcada por el progresivo descenso de su matrícula, graves problemas de infraestructura y falta de recursos, además de un creciente sentimiento entre sus actores de haber sido "olvidados" (Assaél et al, 2011;Mayorga, 2020). Diversos caminos se han propuesto para hacer frente a esta crisis.…”

Section: Introductionunclassified

Programa De Archivos Escolares Uc: Educación Patrimonial Y Conciencia Histórica Para Los Desafíos De La Escuela Pública

Mayorga,

Vial

2024

Rev. electrón. reflex. investig. educ.l

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Ante los desafíos que hoy enfrenta la educación pública chilena, un camino poco explorado ha sido la convergencia entre educación patrimonial e historia pública al interior de las escuelas. El Programa de Archivos Escolares del Instituto de Historia de la Pontificia Universidad Católica de Chile ha buscado seguir este camino, desarrollando herramientas para que las comunidades educativas reconozcan y valoren su patrimonio histórico. El artículo presenta esta innovadora iniciativa de historia pública y sus más de diez años de trabajo, focalizándose en sus tres principales tipos de estrategias: la recuperación y organización de archivos escolares; la implementación de experiencias pedagógicas de investigación escolar; y, la organización de congresos y encuentros entre docentes y estudiantes. A partir de ello, se discuten los principales logros del programa y sus desafíos aún pendientes, reflexionando sobre su objetivo de aportar a una conciencia histórica genealógica y a una ciudadanía más crítica, responsable y empoderada.

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“…As scholars have analyzed, youth understandings about citizenship, democracy, and conflict, draw from multiple and contrasting encounters intheir daily lives. Hence, their civic ideas and political engagement are influenced by varied actors and experiences in diverse settings beyond classrooms (Barton & McCully, 2010;Bellino, 2017;Mayorga, 2020;Rubin, 2007Rubin, , 2016.…”

Section: Introductionmentioning

confidence: 99%

(PDF) Peace and Education

Journal

2023

sgc

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Peace is a deliberate, hard to make, at times 'impossible' choice; it's not something that simply 'happens'. It's the responsibility of all, not the duty of a few. The most effective way to instil this knowledge in an ever-conflicted world is undoubtedly to include Peace Studies in the curriculum.Efforts at introducing Peace Education (PE) began in 1945 with the UNESCO declaring that "since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed". Peace Education was contended to be the only means to create and sustain a long-term change in the thought and action of future generations which could possibly result in the absence of violence and the presence of social justice. PE was therefore designed to cultivate the knowledge, skills, attitudes, norms and behaviours conducive to the emergence and sustenance of peace, and also to aid the creating of systems that would actualize non-violence, non-discrimination, social justice, environmental care and sustainable development. The scope of PE later on widened to incorporate Gender Studies, Human Rights Education, International Relations, Non-violence Studies, Culture Studies, Disarmament Studies, Environmental Studies and such other programmes. The efficiency and the impact of Peace Education interventions in schools and institutions of higher learning have been widely assessed and they have proven to result in decreased violence as well as improved attitudes and cooperation among pupils.However, there is a conceptual dilemma of Peace Education which is most consequential, and which needs to be critiqued. Quite a number of theories of peace use conflict as their point of departure and the absence of violence as their dominant objective. By setting "conflict" at the crux of theories of peace and "conflict management" as its supreme goal, Peace Studies has moved away from its primary objectives which are -to explore the nature of peace as well as the possibilities of peace building; to give sufficient attention to the nurturing of the inherent capacities of citizens, organizations, communities, civil societies and governments, not just to prevent violence but to form harmonious relationships; to build a civilisation of peace-just and peaceful, diverse and united, benevolent and prosperous, environmentally healthy and technologically advanced, knowledge rich and morally strong.The present issue of Samyukta has two major sections -(1) Peace Education -that is, education or the teaching/learning of peace related material, and (2) Education for peace, which is a holistic way of education which aims at instilling the notion of peace among individuals, communities and countries. We have included articles on the theoretical conceptualisation of Peace Education as well as the practice of it like transformative education and practical diversity, from all parts of the world.The purpose of this issue is to incite reflection on the very nature of peace as well as to the various approaches to Peace Studies; to suggest new directions ...

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The histories we tell: historical consciousness and student protests in a Chilean public high school

Cited by 3 publications

References 23 publications

Hierarchy of Indonesian History Subjects in the Implementation of the Independent Curriculum

Hierarchy of Indonesian History Subjects in the Implementation of the Independent Curriculum

Programa De Archivos Escolares Uc: Educación Patrimonial Y Conciencia Histórica Para Los Desafíos De La Escuela Pública

(PDF) Peace and Education

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