This book offers a path forward, for the growing collaboration in social studies education between Global North and South educators, practitioners, and researchers. In this volume, leading critical social studies education researchers from Latin America explore the constant presence of colonialism, capitalism, patriarchy, and state violence. Chapter contributors represent a large part of the continent and offer perspectives on a wide range of topics, including recent history and memory, cultural dimensions of social studies education, and comparative studies among Latin American countries.
By bringing together this critical work in one volume, the book fosters conversation across geographic regions to transcend the national contexts for which these analyses are generally produced. This collection provides insights into issues of curriculum, teaching, teacher education, and research in the region and will be of interest to readers both familiar with and new to research on social studies, history, citizenship, and geography education in Latin America.
Author(s): Sebastián Plá, E. Wayne Ross
Series: Social Studies and Citizenship Education in the Global South Series
Publisher: Routledge
Year: 2022
Language: English
Pages: 214
City: New York
Cover
Endorsement Page
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of Contributors
Preface
Chapter 1: The New Social Studies Research in Latin America: An Introduction
Educational Reform and Social Studies
Social Studies Research
About This Book
Notes
References
Chapter 2: Educational trajectories in an adverse political context: The social sciences and history in the Colombian school
From social learning to assessment by competencies
Disciplinary and interdisciplinary curricular approaches
The teaching of the recent past: between the armed conflict and the desire for peace
Conclusions
Notes
References
Chapter 3: Education, history, and memory in the Chilean school: A perspective on Chile’s recent history from the narratives of high school students
Experience, historical discipline, and post-conflict
From history to the recent past: the young and the school before a past that would not pass
Disciplinary code: lights and shadows in the teaching practice of recent history
Youths’ narratives of the recent past
Conclusions
References
Chapter 4: Interculturalism in the training of history teachers: Persistence of the disciplinary code
The intercultural perspective within the teaching of history in school
The intercultural perspective within training programs for future teachers of history and social studies
Conclusion
Notes
References
Chapter 5: Decolonial pedagogy: Intersections and resistances of memory and history, in Mapuche communities of Southern Chile
Introduction
The coloniality of knowledge and power
The context: “the Araucanians are not reduced with rosaries or scapulars”
Memory, resistance, and identity of the Kom Pu Lof Ñi Kimeltuwe School
Pedagogical principles
Curriculum design matrix for the Kom Pu lof Ñi Kimeltuwe Basic School
Identity traits of the Lafquenche Mapuche being
Areas of the formation of the Bafkehce Mapuche being and its central pedagogical principles
Final thoughts
Notes
References
Chapter 6: Afrodescendants in Latin America and social studies: A perspective from Mexico
Angel looked for a reference
Viewpoints from history and anthropology
A critical window to Mestizaje and the debates on race and racism
Education experiences
To deal with omissions: knowledge spreads actions
Some achievements
Conclusion: the challenges of recognition
Notes
References
Chapter 7: When gender and sexuality intersect with history teaching: Brazil is burning
Brazil! My Brazilian Brazil
Times of democracy, social inclusion, and emancipatory social movements
Gender goes to school
It is in the classroom that everything happens
Reiterations and transgressions of the norm
Notes
References
Chapter 8: Crossroads of history teaching and learning and political science in Latin America: The Residente Project
Political culture and historical culture: contact points
Studies on political and historical culture
Results, analysis and discussion
How students evaluate history according to their political stance
Perspectives
Notes
References
Chapter 9: Toward a new disciplinary code in teaching history in Argentina: A look at materiality at the secondary level
Introduction
Development
Dominant materials
Emerging materials
Latent materials
Perennial materiality
Internet
Appropriations
Balance
Notes
References
Documentary sources consulted
Legislative documents and national curriculum designs
Legislative documents and curricular designs of the Province of Buenos Aires
Other official documents and resolutions
School textbooks
Chapter 10: On the history we teach every day: Historics, historiography, and philosophy of history
Introduction: in the beginning were the readers
Teaching history is nothing but teaching about some historiographical fragments
Within the four walls of my history classroom
Did you know?
Please compare…
Imagine you are.…
After all: nothing else but knowledge, history, and historiography
References
Chapter 11: The critical reading of the southern geographical reality: The challenge of school geography
Introduction
The geographic reality of the south
Reading the geographic reality of dependency
The epistemological action of school geography
Toward the innovation of school geography
Final considerations
References
Chapter 12: The Panorama of Social Studies in Latin America Curricula
Brief Historical Outline
Four Types of Social Studies within the Curricula
Canonical
Neoliberal
Critical Functional
Counter-Narrative
Conclusion
Note
References
Index
