What can be learned from decontextualised heritage?

Belén Castro-Fernández, Ramón López Facal, Guadalupe Jiménez-Esquinas, Daniel Schugurensky

    Research output: Chapter in Book/Report/Conference proceedingChapter

    2 Scopus citations


    This paper analyses the perceptions of trainee primary education teachers on the inclusion of relevant and socially conflictive issues in heritage education. In university classes, a strategy based on collaborative learning and research methodology oriented towards the development of critical thinking is taught. Places which have been flooded by the construction of dams are studied due to the conflict which this causes between local interests and social benefit. This research employs mixed methods in order to analyse the perceptions of trainee teachers regarding conflictive heritage and its use in the classroom. The learning is evaluated in order to understand social problems and to analyse to what extent they consider that such issues can contribute towards constructing a socially committed citizenship. The results show that trainee teachers modify their perceptions regarding how to approach heritage education when research methodology is incorporated into their training process.

    Original languageEnglish (US)
    Title of host publicationHandbook of Research on Teacher Education in History and Geography
    PublisherPeter Lang AG
    Number of pages24
    ISBN (Electronic)9783631848388
    ISBN (Print)9783631818978
    StatePublished - Mar 26 2021


    • Conflict
    • Critical thinking
    • Heritage education
    • Social problems
    • Teacher training

    ASJC Scopus subject areas

    • Earth and Planetary Sciences(all)
    • Arts and Humanities(all)
    • Social Sciences(all)


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