Tag Archives: global citizenship education

Book Cover Social Studies in Latin America

New book: Social Studies in Latin America: Critical Perspectives from the Global South

I’m very pleased to announce the publication of Social Studies in Latin America: Critical Perspectives from the Global South. Published by Routledge and co-edited by Sebastián Plá and me, this the first book in a new series titled Social Studies and Citizenship Education in the Global South.

Social Studies in Latin America 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.

Citation:

Plá, S., & Ross, E. W. (Eds.). (2023). Social studies education in Latin America: Critical perspectives from the Global South. Routledge. (Published August 30, 2022)

Reviews

Social Studies Education in Latin America is an achievement and an opportunity to facilitate a better exchange of ideas and more equal academic discussion. Written by leading researchers in Latin America and edited by key authorities in the field, it opens access to Latin American social studies research in their own words. The book is an essential read for social studies academics and practitioners who are open to being challenged and engaging in more ethical constructions of knowledge.

Edda Sant, Reader in Education, Manchester Metropolitan University, UK

There is an essential uniqueness toSocial Studies Education in Latin America that could truly benefit social studies education in North America. We are in urgent need of a global len s and vital dialogue that examines the political, economic, and social histories inherent to Central and South America. Like none before, this book will bring to our classrooms perspectives on power and a wonderful opportunity to shift our practices.

Cinthia Salinas, Ruben E. Hinojosa Regents Professor in Education, University of Texas at Austin, USA

The collection of critical research on social studies in Latin America, in dialogue with global issues, makes Social Studies Education in Latin America an indispensable contribution to the renewal of critical social studies education.

Antoni Santisteban Fernández, Professor & Director of the Department of Didactics of Language and Literature, and Social Sciences, Autonomous University of Barcelona, Spain

Social Studies Education in Latin America offers readers vital insights into critical teaching and learning. The chapters call upon educators to account for the classed, gendered, and racialized nature of systems born in Empire and inequality and for the capacities of communities to learn themselves into a more just co-existence.

Kent den Heyer, Professor, Department of Secondary Education, University of Alberta, Canada

Language has become a barrier to knowledge and exchange between research carried out in countries whose language is of Latin origin, in our case Spanish and Portuguese. It is important to promote and discuss the knowledge created in Latin America, which makes Social Studies Education in Latin America relevant.

Ángel Díaz-Barriga, Institute for Research on the University and Education, National Autonomous University of Mexico, Mexico

Table of Contents

Preface

1. The New Social Studies Research in Latin America: An Introduction
Sebastián Plá & E. Wayne Ross

2. Educational Trajectories in an Adverse Political Context: The Social Sciences and History in the Colombian School
Sandra Patricia Rodríguez Ávila

3. Education, History, and Memory in the Chilean School: A Perspective on Chile’s Recent History from the Narratives of High School Students
Fabián González Calderón & Graciela Rubio Soto

4. Interculturalism in the Training of History Teachers: Persistence of the Disciplinary Code
Omar Turra Díaz & Juan Salcedo-Parada

5. Decolonial Pedagogy: Intersections and Resistances of Memory and History, in Mapuche Communities of Southern Chile
Carolina Huenchullán Arrué

6. Afrodescendant in Latin America and Social Studies: A Perspective from Mexico
Gabriela Iturralde Nieto

7. When Gender and Sexuality Intersect with History Teaching: Brazil is Burning
Fernando Seffner

8. Crossroads of History Teaching and Learning and Political Science in Latin America: TheResidenteProject
Luis Fernando Cerri

9. Disciplinary Codex in History Education
María Paula González

10. On the History We Teach Every Day: Historics, Historiography and Philosophy of History
Ana Zavala

11. The Critical Reading of the Southern Geographical Reality: The Challenge of School Geography
José Armando Santiago Rivera

12. The Panorama of Social Studies in Latin America Curricula
Sebastián Plá

Read The World To Write The Future: An Interview With Professors E Wayne Ross And Xosé Manuel Souto

Jordi Castellví Mata (Universidad Internacional De La Rioja) interviewed Xosé Manuel Souto (University of Valencia, Spain) and me on issues of critical social studies education, critical literacy, global citizenship and countering hate speech. The interview is in a combination of Spanish and English and published in the multi-lingual journal Bellaterra Journal of Teaching & Learning Language & Literature.

Big thanks to Jordi who coordinated the interview and translated the commentary back and forth between Spanish and English for this dialogue.

Castellví Mata, J. (2021). Read the world to write the future: An interview with professors E Wayne Ross and Xosé Manuel Souto, experts in critical social studies / Leer el mundo y escribir el futuro: Entrevista con los profesores E Wayne Ross y Xosé Manuel Souto, expertos en estudios sociales críticos. Bellaterra Journal of Teaching & Learning Language & Literature, 14(2), 1-20. https://doi.org/10.5565/rev/jtl3.974

THE REGIMES OF TRUTH OF (GLOBAL) CITIZENSHIP EDUCATION

Event cancelled based on UBC recommendations regarding COVID-19.

Public Seminar
Institute for Critical Educational Studies

THE REGIMES OF TRUTH OF (GLOBAL) CITIZENSHIP EDUCATION

Marta Estellés, PhD
University of Cantabria (Spain)

Thursday, April 2, 2020
12:30 – 1:30 pm
University of British Columbia, Vancouver — Scarfe 1209

 Abstract

The aim of this presentation is to briefly problematize current ways of thinking and talking about (global) citizenship education. Citizenship is a process more than it is an attribute, since the concept has incorporated the main characteristics both of the political transformations experienced by the State and of the State’s relations with society. The successive battles for the definition of citizenship have an impact on that institution of socialization that is school. Examining the evolution of curricular prescriptions and orientations is enough to glimpse changes in the languages and frames through which certain relations between the individual, the community, and the State are naturalized.

The results of our research show that the two major cycles of socio-institutional restructuring in Western countries – from the crisis of the nineteenth-century liberal regimes to the present – have imposed different trends in relation to citizenship education in schools. The first cycle reached its culmination with the implementation of Welfare States after the Second World War. It was not a coincidence that the first major defense for democratic citizenship education appeared in this moment, with the reformist impulse that gave rise in 1916 to Social Studies in the US. The recognition of socio-economic rights and the formation of citizenship appeared inextricably linked in the texts of the reform, in an attempt to establish a new “regime of truth” that radically redefined the meaning of education for all, and not only for a privileged minority. This redefinition also implied a criticism of the patriotic and nationalistic purposes of education. This language, however, started to become blurred as neoliberal policies instituted their own frames in the 1980s with Reagan in the US and Thatcher in the UK. Citizenship education began to adopt the rhetoric of accountability with its emphasis on testing, performance levels, skills, etc. and the focus was on promoting responsible and active citizenship that clearly emphasized duties over rights. Thus, it began to be assumed that citizens should be responsible for their own well-being and not the State. Recent discourses on global citizenship education should be seen as heirs of this last redefinition. After all, global citizenship education “aims to empower learners to engage and assume active roles, both locally and globally, to face and resolve global challenges” (UNESCO, 2014, p. 15), assuming that the responsibility of solving those challenges lies with the individuals, not on governments or international organizations.

Marta Estellés, PhD, is Assistant Professor of the Department of Education at the University of Cantabria (Spain). Her research interests include citizenship education, social studies education, curriculum policies and teacher education. She has published several works on the intersectional field of democratic citizenship education and initial teacher education. She is currently working on a research project related to teachers’ political views and behaviors and their attitudes towards including controversial issues in the classroom. She is also part of the Fedicaria collective (http://www.fedicaria.org), which advocates for critical social studies education.

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