Engaged Learning-Transversal Legacies in Didactics of Social Sciences in English

Authors

  • Clotilde Lechuga Jiménez Universidad de Málaga
  • Mary Griffith Universidad de Málaga

DOI:

https://doi.org/10.37467/revtechno.v11.4417

Keywords:

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. DOI: https://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 DOI: 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 DOI: 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 DOI: https://doi.org/10.4000/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] DOI: https://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 DOI: 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 DOI: 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 DOI: https://doi.org/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 DOI: https://doi.org/10.37536/LINRED.2020.XVII.11

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 DOI: 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 DOI: 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 DOI: 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

2022-12-29

How to Cite

Lechuga Jiménez, C., & Griffith, M. (2022). Engaged Learning-Transversal Legacies in Didactics of Social Sciences in English. TECHNO REVIEW. International Technology, Science and Society Review /Revista Internacional De Tecnología, Ciencia Y Sociedad, 12(3), 1–15. https://doi.org/10.37467/revtechno.v11.4417

Issue

Vol. 12 No. 3 (2022): Monograph: "Educational research in areas of innovation"

Section

Research Articles (Special Issue)

License

Those authors who publish in this journal accept the following terms:

  1. Authors will keep the moral right of the work and they will transfer the commercial rights.
  2. After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
  3. In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org