Indigenous Heritage as an Educational Resource in Primary Education

Autor/inn/en	de la Rosa, A. José Farrujia; Ritchie, Patricio Sebastián Henríquez; Martínez, Tania Elizabet Zavala
Titel	Indigenous Heritage as an Educational Resource in Primary Education
Quelle	In: Oxford Review of Education, 49 (2023) 4, S.446-460 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de la Rosa, A. José Farrujia) ORCID (Ritchie, Patricio Sebastián Henríquez) ORCID (Martínez, Tania Elizabet Zavala)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2023.2218608
Schlagwörter	Indigenous Knowledge; Elementary Education; Preservice Teacher Education; Preservice Teachers; Elementary School Teachers; Textbooks; Cultural Awareness; Flipped Classroom; Student Projects; Active Learning; Textbook Content; Foreign Countries; Cooperative Learning; Institutional Cooperation; Student Attitudes; Curriculum; Spain; Mexico + Suchen Sie Ihr Suchwort? Elementarunterricht; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Textbook; Text book; Schulbuch; Lehrbuch; Cultural identity; Kulturelle Identität; Flipped classrooms; Flip teaching; Inverted teaching; Schulprojekt; Aktives Lernen; Lehrbuchtext; Ausland; Kooperatives Lernen; Institute; Co-operation; Cooperation; Institut; Kooperation; Schülerverhalten; Curricula; Lehrplan; Rahmenplan; Spanien; Mexiko
Abstract	This paper is the result of an inter-university educational innovation project developed between the University of La Laguna (Spain) and the Autonomous University of Baja California (Mexico). Students from both institutions, studying at the equivalent level to become future primary education teachers, analysed the way in which primary school textbooks approach the topic of heritage in the Canary Islands and in Mexico. Flipped classrooms and project-based learning were the main teaching methodologies, culminating in a final assignment: a written report by students. The results enable us to re-evaluate the knowledge transmitted through textbooks in the light of this history, and their facilitation in teaching and learning processes, with attention to their epistemological biases. Several topics were highlighted as core concerns in the use of textbooks for teaching heritage: the need to question the role of the textbook in the teaching process, and the importance of Indigenous heritage when teaching and holistic concept of heritage. In outlining the inter-university teaching project, the article also shows how the analysis of textbooks in both contexts, and their subsequent comparison, has made possible a reformulation of how students of education in the Canary Islands and Mexico are taught to teach history. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01