Controversial Issues and Social Problems for an Integrated Disciplinary Teaching

Description

The scientific literature has been showing that the teaching of controversial topics constitutes one of the most powerful tools for the promotion of active citizenship, the development and acquisition of critical-reflective thinking skills (Misco, 2013), and education for democratic citizenship (Pollak, Segal, Lefstein, and Meshulam, 2017; Misco and Lee, 2014). It has also highlighted, however, the complexities, risks and interference of emotional reactions in learning about sensitive, controversial or controversial historical, geographical or social issues (Jerome and Elwick, 2019; Reiss, 2019; Ho and Seow, 2015; Washington and Humphries, 2011; Swalwell and Schweber, 2016). Recent studies have advanced in the analysis of strategies employed by teacher educators in teaching controversial issues (Nganga, Roberts, Kambutu, and James, 2019; Pace, 2019), and in the curricular decisions of teachers about this teaching (Hung, 2019; King, 2009). These developments confirm the appropriateness of discussing or developing deliberative skills and conversational learning as the most appropriate strategy for the didactic treatment of controversial issues (Claire and Holden, 2007; Hand, 2008; Hess, 2002; Oulton, Day, Dillon and Grace, 2004; Oulton, Dillon and Grace, 2004; Myhill, 2007; Hand and Levinson, 2012; Ezzedeen, 2008). The promotion of discussion on specific social justice issues has also been approached from the use of controversial or documentary images in teacher education contexts, in order to question what is happening or has happened in present and past societies (Hawley, Crowe, and Mooney, 2016; Marcus and Stoddard, 2009). In this context, the aim of this contributed volume is, on one hand, to understand the discourses and decision-making of teachers on controversial issues in interdisciplinary educational contexts and their association with the development of deliberation skills. On the other hand, it seeks to offer studies focused on the analysis of the levels of coherence between their attitudes, positions and teaching practices for the teaching and learning of social problems and controversial issues from an integrated disciplinary perspective. Acknowledgment Contents 1 Teaching Controversial Issues and Social Problems from an Integrated Perspective Abstract Funding References 2 On Integrating Mathematics Education and Sustainability in Teacher Training: Why, to What End and How? Abstract Introduction Why is It Necessary to Integrate Mathematics Education and Sustainable Development into Teacher Training? What Purpose Does It Serve? Sustainable Development: A Key Strategy for Transformation Research into the Integration Between Mathematics Education and Sustainable Development in Teacher Training How Can Mathematics Education and Sustainable Development Be Integrated into Teacher Training? Conclusion References 3 Social Sciences Education Based on Social Problems: Traditions and Integrative Tendencies Abstract Why Do We Propose an Integrated Curriculum Based on Social Sciences Education? Traditions and Tendencies of Working with Social Problems: An Integrative Perspective Work Based on Social Problems as a Methodology Work Based on Social Problems or Controversial Issues Socially Acute Questions: The Francophone Tradition Why Teach School Disciplines Based on Social Problems? An Example of Work with a Social Problem: The 2020 Pandemic Epilogue References 4 Controversial Heritage, Ecosocial Education and Citizenship. Connections for the Development of Heritage Education in Formal Education Abstract Background: The EPITEC Project Controversial Heritage Ecosocial Citizen Education Conclusions and Future Prospects References 5 A New Education for a New Era: Transdisciplinarity, Transversal Competences and an Eclectic Approach to Evaluation Abstract The Emergence of a New Era Winds of Change in Education A New Education for a New Era Final Remarks References 6 Historical Thinking and Controversial Issues in Social Studies Education Abstract Introduction. History Teaching for a Critical and Democratic Education Historical Thinking Skills Thinking and Teaching About Controversial Issues in History and Social Education How to Teach Controversial Topics Teaching and Learning History and Social Studies Based on the Normalisation of Conflict Conclusions: A Different Kind of History and Social Education is Possible Acknowledgements References 7 Education and Controversial Topics in Post-conflict Societies: The Coexistence and Memory Project in Contemporary Teacher Training in the Basque Country Abstract Controversial Issues in Education Controversial Issues in Post-conflict Societies: The Case of the Basque Country Public Policies and Treatment of the Conflict in Educational Settings in the Basque Country Adi-adian and the Coexistence and Memory Project: The Treatment of Violence During the Initial Teacher Training in the University of the Basque Country Conclusion References 8 History Education and Democratic Memory. An Analysis of the Opinions of Social Sciences Teachers in Initial Training Abstract Introduction Methodology Results Conclusions Implications Funding References 9 The Use of Controversial Issues in Higher Education for Citizenship Learning Abstract Educating for and in Democracy, also at the University Controversial Issues at the University for Citizenship Education Method Participants Research Problems Instrument and Analysis Procedures Results What Do Students Think About the Role of the University in Their Formation as Citizens? What Do Students Think About the Role of the Problems and/or Controversial Issues Worked on During CIMA in Their Formation as Citizens? Discussion and Conclusions Acknowledgements References 10 Perceptions of STEAM+CLIL Integration: Results of a Co-teaching Proposal During Initial Teacher Training Abstract Introduction Theoretical Framework Co-teaching as a Tool for Disciplinary Integration Combining iSTEAM and CLIL Methodology Design Context and Participants Teaching Proposal Data Collection Data Analysis Results Discussion and Conclusions References 11 The Contribution of Interdisciplinary Education to the Development of Students Competences with Intellectual Disabilities. An Analysis from the Social and Rights Model Abstract Introduction A New Paradigm for Interpreting Disability: The Social and Rights Model Historical Approach to Interdisciplinarity from the Integrated Approach and Theoretical Foundations The Concept of Interdisciplinary Teaching Conceptualisation of Intellectual Disability and Educational Problems Faced by People with Different Special Educational Needs Contributions of Integrated Education to the Learning Difficulties of People with Intellectual Disabilities Conclusion References 12 COPACUL: An Innovative Didactic Project on Heritage Conservation for High School Students Abstract Introduction. Why a Didactic Project? Outstanding Previous Experiences The Current Spanish Educational Law as a Framework Didactic Sequence in the Classroom Practical and Experimental Activities in Workshops and Museums Final Activity of Reflection, Evaluation and Conclusions Materials Acknowledgements References 13 Problematizing STEM Integration from an Epistemological and Identity Perspective Abstract Why Do We Need an Epistemic and Identity Perspective in STEM Education? An Epistemological Lens Applied to STEM Education Epistemic Challenges of an Integrated STEM Education Developing an Epistemology for STEM An Identity Lens Applied to STEM Education Controversies Defining STEM Identities “STEM Identity” as an Umbrella of Different S/T/E/M Identities Deepening into Students’ Possible STEM Identity How to Include Both an Epistemic and an Identity Lens in STEM Education? Acknowledgements References Index