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...

Full description

Saved in:
Bibliographic Details
Main Authors: Yamilé Pérez-Guilarte (Author), Roberto García-Morís (Author)
Format: Book
Published: MDPI AG, 2023-08-01T00:00:00Z.
Subjects:
Online Access:Connect to this object online.
Tags: Add Tag
No Tags, Be the first to tag this record!

MARC

LEADER 00000 am a22000003u 4500
001 doaj_1f6a1b25105a43d99ff63e34e1b6bb66
042 |a dc 
100 1 0 |a Yamilé Pérez-Guilarte  |e author 
700 1 0 |a Roberto García-Morís  |e author 
245 0 0 |a The Role of Intangible Heritage in Critical Citizenship Education: An Action Research Case Study with Student Primary Education Teachers 
260 |b MDPI AG,   |c 2023-08-01T00:00:00Z. 
500 |a 10.3390/educsci13080801 
500 |a 2227-7102 
520 |a 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. 
546 |a EN 
690 |a intangible heritage 
690 |a critical citizenship education 
690 |a critical thinking 
690 |a primary education 
690 |a Education 
690 |a L 
655 7 |a article  |2 local 
786 0 |n Education Sciences, Vol 13, Iss 8, p 801 (2023) 
787 0 |n https://www.mdpi.com/2227-7102/13/8/801 
787 0 |n https://doaj.org/toc/2227-7102 
856 4 1 |u https://doaj.org/article/1f6a1b25105a43d99ff63e34e1b6bb66  |z Connect to this object online.