The Treatment of Socioeconomic Inequalities in the Spanish Curriculum of the Compulsory Secondary Education (ESO): An Opportunity for Interdisciplinary Teaching
| Autor: | María del Carmen Morón-Monge, Daniel Abril-López, Hortensia Morón-Monge, José María Cuenca-López |
|---|---|
| Přispěvatelé: | Universidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Sociales |
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
media_common.quotation_subject
curriculum Legislation lcsh:Social Sciences State (polity) Pedagogy 050602 political science & public administration Sociology Social sciences teaching Curriculum Citizenship media_common Socioeconomic inequality 05 social sciences 050301 education General Social Sciences National curriculum 0506 political science Interdisciplinary teaching lcsh:H socioeconomic inequality Spain social sciences teaching compulsory secondary education (ESO) 0503 education Compulsory secondary education (ESO) Qualitative research Meaning (linguistics) |
| Zdroj: | Social Sciences, Vol 9, Iss 94, p 94 (2020) Social Sciences Volume 9 Issue 6 idUS. Depósito de Investigación de la Universidad de Sevilla instname Arias Montano. Repositorio Institucional de la Universidad de Huelva idUS: Depósito de Investigación de la Universidad de Sevilla Universidad de Sevilla (US) |
| ISSN: | 2076-0760 |
| Popis: | Socioeconomic inequality is a burning issue in today&rsquo s world. It has been a characteristic feature of human societies since prehistoric times, but it has taken on a special meaning in the West as a result of the economic crises of the 21st century. We analyze the six elements of the Spanish national curriculum to learn how these dissymmetries are treated in seven Social Sciences and Humanities subjects in Compulsory Secondary Education (ESO). For this qualitative study with quantitative contributions, thirty-five keywords were selected a detailed system of categories was configured for the treatment and analysis of the curriculum and three levels of progression and complexity were introduced with respect to this problem in order to classify four educational curricula. The outcomes for the State legislation and for the three Autonomous Communities examined (Andalusia, the Chartered Community of Navarre, and Galicia) did not reach a level suitable for training a critical citizenship that seeks greater social balances. An interdisciplinary teaching&ndash learning process must be carried out in Social Science Didactics, which makes connections between and reflects on the origin of socioeconomic inequality and its serious consequences for Humanity. |
| Databáze: | OpenAIRE |
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