Learning about the European Union in Times of Crisis: Portuguese Textbooks' Normative Visions of European Citizenship

Autor/inn/en	Piedade, Filipe; Ribeiro, Norberto; Loff, Manuel; Neves, Tiago; Menezes, Isabel
Titel	Learning about the European Union in Times of Crisis: Portuguese Textbooks' Normative Visions of European Citizenship
Quelle	In: Journal of Social Science Education, 17 (2018) 2, S.31-40 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Foreign Countries; Citizenship; Textbooks; History Instruction; English (Second Language); Critical Thinking; Textbook Evaluation; Grade 10; Grade 11; Grade 12; Secondary School Students; European Union; Portugal + Suchen Sie Ihr Suchwort? Ausland; Staatsbürgerschaft; Textbook; Text book; Schulbuch; Lehrbuch; History lessons; Geschichtsunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kritisches Denken; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler
Abstract	Purpose: To investigate how EU related contents are represented in Portuguese upper secondary school textbooks of History and English as a Foreign Language (EFL). Design/methodology/approach: The study performs a textbook analysis on two History textbooks and three EFL textbooks to explore if and how EU related topics are addressed. The methodological approach was mainly qualitative, based on a content analysis of the textbooks, but also includes some quantitative data (e.g., number of paragraphs) to determine the importance given to European topics in each of the selected school subjects. Findings: EFL textbooks have a residual approach to EU topics that is mainly focused in students' mobility. History textbooks, while containing a significant amount of information about the EU, present it mainly in a nonconfrontational perspective and do not prioritize the development of students' critical thinking about the EU. Our data also points to a predominance of national level citizenship related content, with European citizenship being briefly and normatively presented to the students. Research limitations/implications: EFL is attended by almost 100% of students in the academic track of secondary education, but History is a curricular subject only available to 25-30% of the students; as such, our findings refer to a specific group. Practical implications: Textbooks should include more information about the actual problems and challenges of the EU to foster the development of students' critical thinking about the EU. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://jsse.ub.uni-bielefeld.de/index.php/jss
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01