The Role of Intangible Heritage in Critical Citizenship Education: An Action Research Case Study with Student Primary Education Teachers
Heritage plays a significant role in understanding historical societies, particularly intangible heritage, as a legacy kept “alive” solely by the action of communities. Therefore, it holds great education potential in the context of critical citizenship education. This action research aims to invest...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-08-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/8/801 |
| _version_ | 1828715490365669376 |
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| author | Yamilé Pérez-Guilarte Roberto García-Morís |
| author_facet | Yamilé Pérez-Guilarte Roberto García-Morís |
| author_sort | Yamilé Pérez-Guilarte |
| collection | DOAJ |
| description | Heritage plays a significant role in understanding historical societies, particularly intangible heritage, as a legacy kept “alive” solely by the action of communities. Therefore, it holds great education potential in the context of critical citizenship education. This action research aims to investigate the perceptions of primary education teachers about intangible heritage and its didactic potential in critical citizenship education. In addition, this paper analyses the changes and continuities that occur in student teachers’ perceptions after carrying out a didactic project focused on relevant social problems linked to the Way of Saint James. This case study is proposed for primary teachers in initial training at the University of A Coruña (Galicia, Spain). The study was conducted during three academic years (2020–2023), with the participation of 160 student teachers. The questionnaire, the interview, and the focus group were used as research instruments. Students learned to give more importance to understanding intangible heritage and reconsidered it as an educational resource for critical citizenship education. However, many aspects of a traditional heritage education remain, where what matters is to respect and care for what is inherited without questioning its current value or its suitability for transmission to future generations. |
| first_indexed | 2024-03-10T23:58:57Z |
| format | Article |
| id | doaj.art-1f6a1b25105a43d99ff63e34e1b6bb66 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T23:58:57Z |
| publishDate | 2023-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-1f6a1b25105a43d99ff63e34e1b6bb662023-11-19T00:51:41ZengMDPI AGEducation Sciences2227-71022023-08-0113880110.3390/educsci13080801The Role of Intangible Heritage in Critical Citizenship Education: An Action Research Case Study with Student Primary Education TeachersYamilé Pérez-Guilarte0Roberto García-Morís1Faculty of Educational Studies, Department of Specific Teaching Training and Research and Diagnosis Methods in Education, Universidade da Coruña, 15071 A Coruña, SpainFaculty of Educational Studies, Department of Specific Teaching Training and Research and Diagnosis Methods in Education, Universidade da Coruña, 15071 A Coruña, SpainHeritage plays a significant role in understanding historical societies, particularly intangible heritage, as a legacy kept “alive” solely by the action of communities. Therefore, it holds great education potential in the context of critical citizenship education. This action research aims to investigate the perceptions of primary education teachers about intangible heritage and its didactic potential in critical citizenship education. In addition, this paper analyses the changes and continuities that occur in student teachers’ perceptions after carrying out a didactic project focused on relevant social problems linked to the Way of Saint James. This case study is proposed for primary teachers in initial training at the University of A Coruña (Galicia, Spain). The study was conducted during three academic years (2020–2023), with the participation of 160 student teachers. The questionnaire, the interview, and the focus group were used as research instruments. Students learned to give more importance to understanding intangible heritage and reconsidered it as an educational resource for critical citizenship education. However, many aspects of a traditional heritage education remain, where what matters is to respect and care for what is inherited without questioning its current value or its suitability for transmission to future generations.https://www.mdpi.com/2227-7102/13/8/801intangible heritagecritical citizenship educationcritical thinkingprimary education |
| spellingShingle | Yamilé Pérez-Guilarte Roberto García-Morís The Role of Intangible Heritage in Critical Citizenship Education: An Action Research Case Study with Student Primary Education Teachers Education Sciences intangible heritage critical citizenship education critical thinking primary education |
| title | The Role of Intangible Heritage in Critical Citizenship Education: An Action Research Case Study with Student Primary Education Teachers |
| title_full | The Role of Intangible Heritage in Critical Citizenship Education: An Action Research Case Study with Student Primary Education Teachers |
| title_fullStr | The Role of Intangible Heritage in Critical Citizenship Education: An Action Research Case Study with Student Primary Education Teachers |
| title_full_unstemmed | The Role of Intangible Heritage in Critical Citizenship Education: An Action Research Case Study with Student Primary Education Teachers |
| title_short | The Role of Intangible Heritage in Critical Citizenship Education: An Action Research Case Study with Student Primary Education Teachers |
| title_sort | role of intangible heritage in critical citizenship education an action research case study with student primary education teachers |
| topic | intangible heritage critical citizenship education critical thinking primary education |
| url | https://www.mdpi.com/2227-7102/13/8/801 |
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