Trainee Teachers' Perceptions of History Teaching and the Critical Education of Citizenship

This chapter presents the results of a study carried out at the Universities of Murcia and Santiago de Compostela in Spain regarding the perceptions of trainee primary education teachers about educational knowledge of history education. The decision was taken to employ a quantitative non-experimental design via a Likert-type questionnaire (values from 1 to 5). Significant data have been obtained making it possible to carry out a diagnosis of their professional competencies. The results show that the majority of trainee primary education teachers identify with a critical model of teacher, one who must use active teaching methods and promote ethical values related with social justice. However, this idea contrasts with an implicit model which is much more traditional in its theoretical and methodological conceptions. In the conclusions, its propose the need to improve teacher training linking it more directly with the carrying out of teaching practice.

Democratic Learning Environment Formats for the Empowerment of Youth

Radicalization and anti-democratic trends, even at the very local level, have Europe-wide implications, threatening the stability of the European Union and its fundamental values. Hence, the protection, promotion and anchoring of democratic values can only be tackled in a joint effort. This is especially young people who are socially excluded and disadvantaged show a higher risk of violent and political radicalization in all countries. In the context of political education approaches, it is essential to think of educational programs that could increase commitment, resonance, and participation among this particular social group of young people in the context of a civil society. Taking the project 'European Learning Environment Formats for Citizenship and Democracy' (ELEF) as an example, this chapter aims at presenting an education theoretical classification as well as an approach suggesting how to react to societal challenges with the help of educational formats.

The Difficulty of Teaching Historical Landscape

Identity and anti-modernity seem the fundamental concepts consider the historical landscape in Italian schools. These concepts characterize the Italian educational systems that deal with landscape and territory. The task of teaching in this situation is that of the deconstruction of stereotypes and misconceptions. It is possible to set up a historical didactic, based on the insertion of historical landscapes in large space-time contexts, and overcome the micro-histories, which characterize most of the Italian didactic experiences. The definition of history as “science of the invisible” suggests a teaching based on a well-trained imagination, of which some examples are given.

Heritage Education in Central China

Based on a review of the linkage between heritage education and citizenship education that includes cultural and inter-cultural education, this chapter provides a case study of heritage education in the Central Plains of China, which is one of the most important cradles of Chinese civilization with a splendid cultural heritage. Heritage education in this region helped youngsters to construct characters and qualities to be citizens. Even though heritage education is mainly a study of the past, Central China's past is not only “cultural” but also “inter-cultural” as it has been the traffic hub in history, and thus the growth of Chinese culture through the Central Plains is characterized by the absorption of diverse cultures passing through the hub. Its positioning is important for both teachers and students to reflect upon what we should be and how China can interact with other parts of the world in this age of globalization.

Heritage Education as an Instrument for the Construction of a Democratic Citizenship in the Social Sciences Classrooms of Secondary Education

The objective of this chapter is to reflect on the importance of the construction of the concept of democratic citizenship in the secondary education classrooms in Spain through heritage education in both formal and non-formal educational contexts. The authors approach this question from different perspectives that somehow reflect the interdisciplinarity proper to this topic. The reflections and educational proposals collected are articulated through two educational scenarios: the school and the city, taken as environments with great educational potential. Beyond the issue of the setting, this chapter also discusses how and with what instruments civic competence should be worked with students. In this sense, heritage is presented as an excellent learning tool for the construction of a democratic society as well as identitary wealth.

Heritage and Museums as Objects of Education for Citizenship in the Teaching of History

Over the last few decades, heritage education in Spain has shifted from being just another area of knowledge to a scientific discipline in its own right. Heritage and heritage education actions have been demonstrated to contribute to the development of critical and active citizenship. From school onwards, heritage is an important resource in education for citizenship and teaching history. This chapter aims to provide the theoretical premise for working in the classroom with archaeological heritage to contribute to the learning of social sciences. The focus on education with heritage is laid out, the Spanish educational curriculum is analyzed, and the necessary tools will be provided for work in the classroom with archaeological heritage. In conclusion, it presents how field trips can be integrated into the teaching program.

Educommunication Web 2.0 for Heritage

Museums have now been using social networks for nearly twenty years. While they began by engaging in activities characteristic of web 1.0, they have come to learn how to adapt to the new digital landscape. They are now fluent in the language and conventions of each social media platform and post content on a daily basis. The 2005 Faro Convention is partially responsible for urging museums to develop these new online strategies. The present chapter examines how large institutions are capable of generating daily content that is both multiform and attractive, but which barely encourages the exchange of experiences and opinions between users. Interestingly, it is in the local heritage-based cyber communities that we find the creation of authentic educommunicative spaces that are even capable of moving action from the digital realm of social media into the physical world.

Historical Memory in Heritage Education Apps

The present study explores apps aimed at preserving historical memory and are presented as a resource for promoting social and civic competence. Its objectives are to identify these apps' primary characteristics, and to describe both their adaptation for the learning of content and the ways in which these resources deal with heritage and historical memory. The results present a small sample of apps that for the most part function as museum tour guides, that are very limited in terms of their educational adaptability, and that present heritage education in terms of emotionally charged symbolic and identity content in which historical memory is not addressed in an entirely satisfactory manner.

Heritage Education and Citizen Education in Chile

The chapter presents the results of an investigation carried out in ten Chilean museums, distributed in the regions of Valparaíso and Biobío, and whose objective is to describe and analyze the link between the museum and the school. For this, the following central questions were posed: What is learned and what can be learned in the museum? How do you learn? What is the focus and purpose of your training proposal? What links exist between the patrimony and the strengthening of the citizen education? The results are grouped into two broad categories. The first question refers to those aspects that are presented as positive and not imported. In the second part, those aspects that diminish the activity of the museums in the light of the international development in the area are grouped, and therefore a deep revision is required.

Arabic Language Heritage Schools

In this chapter we consider the nature and role of Arabic heritage / supplementary schools in the UK in relation to debate security. We do this by establishing an overview of the current political context in the UK and beyond in where there is concern about a possible drift towards the proliferation of / recruitment to terrorist groups. There are significant official efforts being made to reduce that perceived threat. There are, within the UK, thousands of schools that promote and maintain the heritage language and culture of students. We describe and discuss that educational context and use results from empirical research which focused particularly on a small sample of Arabic language heritage schools. Recognizing the desire of those in heritage schools to contribute positively to UK society, we discuss key issues in relation to personal identity and social identity and outline conclusions and recommendations which will help achieve a more sophisticated educational response to cultural difference.