Engaged Learning-Transversal Legacies in Didactics of Social Sciences in English
DOI:
https://doi.org/10.37467/revtechno.v11.4417Keywords:
Engaged Learning, Cultural Heritage, Transversales Legacies, Social Sciences Studies, Inglés Content, Primary Studies, Visual Research Methodologies (VRM)Abstract
This study makes Engaged Learning visible in Primary Education classrooms with content in English, taking into account the Cultural Heritage of the students’ environment, according to UNESCO. It promotes the Transversal Legacy in Didactics of Social Sciences with the use of Visual Research Methodologies (VRM) and interviews with elders and people close to them, in order to explore and finally analyse existing needs in the community or close environment. The aim is to involve the University in social issues -localising and seeking solutions- giving a voice to students and citizens, with an emphasis on internationalisation and identity legacies.
References
Anderson, L. (2022). Communities and Students Together (CaST) Piloting New Approaches to Engaged Learning in Europe. Maklu. https://www.cast-euproject.eu/wedit/uploads/contenuti/17/e-versie-communities-and-students-together-cast-idc-3_compressed.pdf
Anderson, L., Dyer, S. & Freedman, J. (forthcoming 2022) Institutionalisation of Engaged Learning. In M. Griffith (Ed.) Engaged Learning: Voices Across Europe.
Awan, W. (March 1, 2022) Differentiation between Interdisciplinary and Transdisciplinary Concepts. IMAQPRESS Inc. Canada. Available at https://imaqpress.com/2678/differentiation-between-interdisciplinary-and-transdisciplinary-concepts/Baynes, T. D. (2019). More than a spasm, less than a sign: Queer masculinity in American visual culture, 1915-1955. [Doctoral Thesis] The University of Western Ontario. Electronic Thesis and Dissertation Repository, 6238. https://ir.lib.uwo.ca/etd/6238
Carbonell-Curralo, E. G. y Viñarás Abad, M. (2021). Museos y desarrollo sostenible. Gestión museística y comunicación digital para alcanzar los ODS. Revista de Ciencias de la Comunicación e Información, 26, 79-108. http://doi.org/10.35742/rcci.2021.26.e143.
Coates, H., & Goedegebuure, L. (2012). Recasting the academic workforce: Why the attractiveness of the academic profession needs to be increased and eight possible strategies for how to go about this from an Australian perspective. Higher Education, 64(6), 875–889. https://doi.org/10.1007/s10734-012-9534-3
Dunne, L.; Hallett, F.; Kay, V.; & Woolhouse, C. (2018). Spaces of inclusion: investigating place, positioning and perspective in educational settings through photo-elicitation, International Journal of Inclusive Education, 22(1), 21-37. https://doi.org/10.1080/13603116.2017.1348546
Fontal-Merillas, O., García-Ceballos, S., Aso-Morán, B. & Martínez-Rodríguez, M. (2017). Patrimonios, objetos e historias de vida. Análisis de propuestas educativas desde el Observatorio de Educación Patrimonial en España/ Objects and life stories. Analysis of educational proposals from The Spanish Heritage Education Observatory. MIDAS. http://midas.revues.org/1310;DO10.4000/midas.1310
Glaser, A., O’Shea, N. & de Gery, C. (2014). Measuring Third Mission Activities of Higher Education Institutes. Constructing an Evaluation Framework. British Academy of Management (BAM) Conference, Belfast, Northern Ireland. http://dx.doi.org/10.2139/ssrn.2649950]
Hidalgo-Standen, C. (2020). The use of photo elicitation for understanding the complexity of teaching: a methodological contribution. INTERNATIONAL JOURNAL OF RESEARCH & METHOD IN EDUCATION 2021, 44(5), 506–518. https://doi.org/10.1080/1743727X.2021.1881056
Hill, J. (2015). Girls’ active identities: navigating othering discourses of femininity, bodies and physical education. Gender and Education; 27(6), 666-684. https://doi.org/10.1080/09540253.2015.1078875
Jacoby, B. (2014). Service-learning essentials: Questions, answers, and lessons learned. San Francisco: Jossey-Bass.
Griffith, M. y Lechuga, C. (2018). Contrasting Learner Language in Social Sciences Education: A Case Study at the University of Malaga. Universal Journal of Educational Research, 6(10), 2364 - 2372. DOI: 10.13189/ujer.2018.061035
Griffith, M., Lechuga, C. y Santos Diaz, I. (2022). Málaga: Multiple Directions for Engaged Learning. Communities and Students Together (CaST) Piloting New Approaches to Engaged Learning in Europe. Maklu, (pp.99-123). https://www.cast-euproject.eu/wedit/uploads/contenuti/17/e-versie-communities-and-students-together-cast-idc-3_compressed.pdf
Lechuga-Jiménez, C. y Kurantowicz, E. (2021). Together for cultural heritage Booklet of Recommendations for Social Partners. EUCUL European Commission Erasmus+ Project (www.eucul.com). https://tinyurl.com/p9t66w6p.
Lechuga-Jiménez, C., et al., (2021). Inspirational Practices in Cultural Heritage Management Fostering Social Responsibility. EUCUL EUROPEAN COMISION ERASMUS+ KA203 PROJECT. Editor: EUCUL European Commission Erasmus+ Project www.eucul.com ISBN: 978-83-65408-41-9 DOI:10.34862/dm0p-1m73
Lechuga-Jiménez, C; Moreno-Crespo, P; Moreno-Fernández, O. (2021). El uso de la foto-elicitación en el ámbito de la Educación: un estudio bibliométrico. Bibliotecas. Anales de Investigación; 17(4) edición especial, 1-12. http://revistas.bnjm.cu/index.php/BAI/article/view/448
Marsh, C., Anderson, L. & Klima, N. (Eds) (2021). Engaged Learning in Europe. Maklu.
Marsh, C., y Klima, N. (2022). Ghent: An Introduction to Engaged Learning for PhD Students. Communities and Students Together (CaST) Piloting New Approaches to Engaged Learning in Europe. Maklu. (p.19-39). https://www.cast-euproject.eu/wedit/uploads/contenuti/17/e-versie-communities-and-students-together-cast-idc-3_compressed.pdf
OECD-IMHE. (2012). Fostering quality teaching in higher education: Policies and practices. An IMHE Guide for Higher Education Institutions. Paris: OECD-IMHE. www.oecd.org/edu/imhe.
OEPE (Observatorio de Educación Patrimonial en España/Spanish Observatory of Heritage Education). http://www.oepe.es/
Oonk, C., Gulikers, J.T.M., den Brok, P.J., Wesselink, R.. Mulder, M. & JelleBeers, P. (2020). Teachers as brokers: adding a university-society perspective to higher education teacher competence profiles. Higher Education, 80, 701–718. https://doi.org/10.1007/s10734-020-00510-9
Rayón Rumayor, L.; Romera Iruela, M. J.; de las Heras Cuenca, A.M.; Torrego González, A.; & García- Vera, A.B. (2021). Foto-Elicitación e indagación narrativa visual en estudio de casos y grupos de discusión. New Trends in Qualitative Research; 5, 41–56. Recuperado de https://doi.org/10.36367/ntqr.5.2021.41-56
Sáenz de Tejada Granados, C.; Santo-Tomás Muro, R.; & Rodríguez Romero, E.J. (2021) Exploring landscape preference through photo-based Q methodology. Madrid seen by suburban adolescents. International Research in Geographical and Environmental Education; 30:3, 255-278. https://doi.org/10.1080/10382046.2020.1804134
UNESCO (1972). The Convention. http://whc.unesco.org/en/convention/
UNESCO (2007). The 5th ´C´ for ‘Communities’. WHC-07/31.COM/13B http://whc.unesco.org/archive/2007/whc07-31com-13be.pdf
UNESCO (2015). La UNESCO Avanza La Agenda 2030 para el Desarrollo Sostenible. UNESCO. https://es.unesco.org/creativity/sites/creativity/files/247785sp_1_1_1.compressed.pdf.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 TECHNO REVIEW. International Technology, Science and Society Review /Revista Internacional de Tecnología, Ciencia y Sociedad
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
All articles are published under an Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0) license. Authors retain copyright over their work.
