Literaturnachweis - Detailanzeige
Autor/inn/en | de la Rosa, A. José Farrujia; Ritchie, Patricio Sebastián Henríquez; Martínez, Tania Elizabet Zavala |
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Titel | Indigenous Heritage as an Educational Resource in Primary Education |
Quelle | In: Oxford Review of Education, 49 (2023) 4, S.446-460 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (de la Rosa, A. José Farrujia) ORCID (Ritchie, Patricio Sebastián Henríquez) ORCID (Martínez, Tania Elizabet Zavala) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-4985 |
DOI | 10.1080/03054985.2023.2218608 |
Schlagwörter | Indigenous Knowledge; Elementary Education; Preservice Teacher Education; Preservice Teachers; Elementary School Teachers; Textbooks; Cultural Awareness; Flipped Classroom; Student Projects; Active Learning; Textbook Content; Foreign Countries; Cooperative Learning; Institutional Cooperation; Student Attitudes; Curriculum; Spain; Mexico Elementarunterricht; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Textbook; Text book; Schulbuch; Lehrbuch; Cultural identity; Kulturelle Identität; Flipped classrooms; Flip teaching; Inverted teaching; Schulprojekt; Aktives Lernen; Lehrbuchtext; Ausland; Kooperatives Lernen; Institute; Co-operation; Cooperation; Institut; Kooperation; Schülerverhalten; Curricula; Lehrplan; Rahmenplan; Spanien; Mexiko |
Abstract | This paper is the result of an inter-university educational innovation project developed between the University of La Laguna (Spain) and the Autonomous University of Baja California (Mexico). Students from both institutions, studying at the equivalent level to become future primary education teachers, analysed the way in which primary school textbooks approach the topic of heritage in the Canary Islands and in Mexico. Flipped classrooms and project-based learning were the main teaching methodologies, culminating in a final assignment: a written report by students. The results enable us to re-evaluate the knowledge transmitted through textbooks in the light of this history, and their facilitation in teaching and learning processes, with attention to their epistemological biases. Several topics were highlighted as core concerns in the use of textbooks for teaching heritage: the need to question the role of the textbook in the teaching process, and the importance of Indigenous heritage when teaching and holistic concept of heritage. In outlining the inter-university teaching project, the article also shows how the analysis of textbooks in both contexts, and their subsequent comparison, has made possible a reformulation of how students of education in the Canary Islands and Mexico are taught to teach history. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |