Controversies are no excuse: Citizenship education in Spain | Intellect Skip to content
1981
Volume 14, Issue 3
  • ISSN: 1751-1917
  • E-ISSN: 1751-1925

Abstract

Abstract

Here we discuss the current situation of citizenship education in Spain, briefly reviewing its legal and political context, and taking into account a questionnaire administered to an intentional sample of key informants. We argue that even though the compulsory subject 'education for citizenship and human rights' was ruled out from our classrooms, due to the numerous controversies that it raised, there still remain multiple individual and institutional initiatives that aim to form responsible, active and critical citizens. In general terms, however, it is clear there has been a backward step in this respect, especially because as an essential ingredient of democracy, controversial issues should be seen as opportunities or stimuli for learning, not as topics to be avoided or censored. Finally we recommend, among other things, to reinstate citizenship education as a compulsory subject (not as an alternative to religious education); to amend the current scientism, and other flaws, of our current legislation; to improve teachers' preparation for citizenship and values education, especially for a constructive handling of controversial issues (this requires clarification of the meaning of 'curricular free speech' among us); and to foster systematic research and dissemination efforts to optimize the civic qualities of our school cultures.

Loading

Article metrics loading...

/content/journals/10.1386/ctl_00013_1
2019-10-01
2024-05-19
Loading full text...

Full text loading...

References

  1. Agud, I., and Novella, A. M.. (2016);, 'Los consejos infantiles y el diseño de espacios públicos: Una propuesta metodológica' ('The children's councils and the design of public spaces: A methodological proposal'). , Bordón: Revista de pedagogía, 68:1, pp. 83-98.
    [Google Scholar]
  2. Árnasson, V.. (2012);, 'Scientific citizenship in a democratic society'. , Public Understanding of Science, 22:8, pp. 927-40.
    [Google Scholar]
  3. Barcala, D.. (2012);, 'Wert dice que Ciudadanía "adoctrina" y la suprime' ('Wert says citizenship "indoctrinates" and supresses it'). , Público, 1 February, https://www.publico.es/espana/wert-dice-ciudadania-adoctrina-y.html. Accessed 26 May 2018 .
    [Google Scholar]
  4. Bernal, J. L., and Vázquez, S.. (2013);, 'La Nueva Gestión Pública (NGP/NPM): El desembarco de las ideas neoliberales con la LOMCE' ('The new public management: The neoliberal ideas come with LOMCE'). , Revista Tempora, 16:1, pp. 35-58, https://dialnet.unirioja.es/servlet/articulo?codigo=4736365. Accessed 11 May 2018 .
    [Google Scholar]
  5. Blue, G., and Medlock, J.. (2014);, 'Public engagement with climate change as scientific citizenship: A case study of world wide views on global warming'. , Science as Culture, 23:4, pp. 560-79.
    [Google Scholar]
  6. Burchianti, F., and Zapata-Barrero, R.. (2016);, 'The controversy about education for citizenship: The contested limits of tolerance in Spain'. , SocietàMutamentoPolitica, 7:13, pp. 269-87.
    [Google Scholar]
  7. Buxarrais, M. R., and Burguet, M.. (2016), Aprender a ser: Por una pedagogía de la interioridad (Learning to be: For a Pedagogy of Interiority), Barcelona:: Editorial GRAÓ;.
    [Google Scholar]
  8. Buxarrais, M. R.,, Vilafranca, I., and Bujons, C.. (2016);, 'Los contenidos en la formación de maestros y su incidencia en el carácter' ('Contents of teachers' formation and its impact on character'). , in F. Esteban. (ed.), La formación del carácter de los maestros, Barcelona:: Edicions de la Universitat de Barcelona;, pp. 73-88.
    [Google Scholar]
  9. Colby, A.,, Beaumont, E.,, Ehrlich, T., and Corngold, J.. (2007), Educating for Democracy: Preparing Undergraduates for Responsible Political Engagement, San Francisco:: Jossey-Bass;.
    [Google Scholar]
  10. Colby, A.,, Ehrlich, T.,, Beaumont, E., and Stephens, J.. (2003), Educating Citizens: Preparing America's Undergraduates for Lives of Moral and Civic Responsibility, San Francisco:: Jossey-Bass;.
    [Google Scholar]
  11. Collet-Sabé, J., and Subirats, J.. (2016);, 'Educación y territorio: 15 años de Proyectos Educativos de Ciudad en Cataluña (España) Antecedentes, evaluaciones y perspectivas actuales' ('Education and territory: 15 years of city education projects [PEC] in Catalonia [Spain]: Analysis, evaluation and perspectives'). , Scripta Nova: Revista electrónica de geografía y ciencias sociales, 20:532, pp. 1-23.
    [Google Scholar]
  12. CJE (2017);, 'Observatorio de Emancipación nº 14: Primer semestre 2017'. , ('Emancipation observatory nº 14: 1st semester 2017'), Consejo de la Juventud de España, http://www.cje.org/es/publicaciones/novedades/observatorio-emancipacion-primer-semestre-2017. Accessed 11 May 2018 .
    [Google Scholar]
  13. Dewhurst, D. W.. (1992);, 'The teaching of controversial issues'. , Journal of Philosophy of Education, 26:2, pp. 153-63.
    [Google Scholar]
  14. Elam, M., and Bertilsson, M.. (2003);, 'Consuming, engaging and confronting science: The emerging dimensions of scientific citizenship'. , European Journal of Social Theory, 6:2, pp. 233-51.
    [Google Scholar]
  15. Europa Press (2017);, 'La tasa de paro juvenil baja hasta el 41,6% y el paro de larga duración cae un 3,9%' ('Youth unemployment descends to 41.6% and long-term unemployment falls to 3.9%'). , Europa Press, 27 April, http://www.europapress.es/economia/laboral-00346/noticia-tasa-paro-juvenil-baja-416-primer-trimestre-paro-larga-duracion-cae-39-20170427092913.html. Accessed 29 April 2017 .
    [Google Scholar]
  16. García, E. G., and Miranda, M. B.. (2012);, 'Razones para la implementación de la educación para la ciudadanía y los derechos humanos en el currículo español' ('Reasons for the implementation of the subject education for citizenship and human rights in the spanish curriculum'). , REXE-Revista de Estudios y Experiencias en Educación, 11:21, pp. 33-44.
    [Google Scholar]
  17. González-Ferrer, A.. (2013);, 'La nueva emigración española: Lo que sabemos y lo que no' ('The new Spanish emigration: What we know and what we do not'). , Zoom Político, 18:1, pp. 1-18.
    [Google Scholar]
  18. González, E., and Beas, M.. (2012);. 'Razones para la implementación de la educación para la ciudadanía y los derechos humanos en el currículo español' ('Reasons for the implementation of education for citizenship and human rights in the Spanish curriculum'). , REXE: Revista de Estudios y Experiencias en Educación, 11:21, pp. 33-46.
    [Google Scholar]
  19. González, J., and Wagenaar, R.. (eds) (2005), Tuning Education Structures in Europe II: Universities' Contribution to the Bologna Process, Bilbao:: University of Deusto and University of Groeningen;.
    [Google Scholar]
  20. Gracia, J., and Gozálvez, V.. (2016);, 'Justificación filosófica de la educación en valores éticos y cívicos en la educación formal: Análisis crítico de la LOMCE' ('Philosophical justification of civil and ethical values education in formal education: Critical analysis of the LOMCE'). , Teoría de la Educación, Revista Interuniversitaria, 28:1, pp. 83-103.
    [Google Scholar]
  21. Gregory, M. R.. (2014);, 'The procedurally directive approach to teaching controversial issues'. , Educational Theory, 64:6, pp. 627-48.
    [Google Scholar]
  22. Hess, D. E.. (2009), Controversy in the Classroom: The Democratic Power of Discussion, New York:: Routledge;.
    [Google Scholar]
  23. Hogan, P.. (2016);, 'Learning to be as a teacher'. , in F. Esteban. (ed.), La formación del carácter de los maestros ('Teacher's character formation'), Barcelona:: Edicions de la Universitat de Barcelona;, pp. 31-44.
    [Google Scholar]
  24. Holden, C.. (2002);, 'Teaching the tricky bits: Topical, political and controversial issues'. , Education 3-13: International Journal of Primary, Elementary and Early Years Education, 30:2, pp. 17-23.
    [Google Scholar]
  25. Jover, G.,, Belando-Montoro, M. R., and Guío, Y.. (2014);, 'The political response of spanish youth to the socio-economic crisis: Some implications for citizenship education'. , Journal of Social Science Education, 13:3, pp. 4-12.
    [Google Scholar]
  26. Kohlberg, L.. (1984), The Psychology of Moral Development: The Nature and Validity of Moral Stages, Essays on Moral Development, vol. 2, San Francisco:: Harper & Row;.
    [Google Scholar]
  27. Kolstø, S. D.. (2001);, 'Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socio-scientific issues'. , Science Education, 85:3, pp. 291-310.
    [Google Scholar]
  28. Leighton, R.. (2014);, 'Citizenship teachers: Different types, different needs'. , Citizenship Teaching & Learning, 9:1, pp. 85-98.
    [Google Scholar]
  29. Levinson, R.. (2006);, 'Towards a theoretical framework for teaching controversial socio-scientific issues'. , International Journal of Science Education, 28:10, pp. 1201-24.
    [Google Scholar]
  30. Levinson, R.. (2008);, 'Promoting the role of the personal narrative in teaching controversial socio-scientific issues'. , Science & Education, 17:8-9, pp. 855-71.
    [Google Scholar]
  31. Martínez, E.. (2016);, 'Por una formación cultural emancipadora' ('For an emancipatory cultural formation'). , in F. Esteban. (ed.), La formación del carácter de los maestros (Teachers' Character Formation), Barcelona:: Edicions de la Universitat de Barcelona;, pp. 57-71.
    [Google Scholar]
  32. Maxwell, B.,, McDonough, K., and Waddington, D. I.. (2018);, 'Broaching the subject: Developing law-based principles for free speech in the classroom'. , Teaching & Teacher Education, 70:1, pp. 196-203.
    [Google Scholar]
  33. Mejlgaard, N., and Stares, S.. (2010);, 'Participation and competence as joint components in a cross-national analysis of scientific citizenship'. , Public Understanding of Science, 19:5, pp. 545-61.
    [Google Scholar]
  34. Montero, A.. (2009);, 'La ley de instrucción pública (Ley Moyano, 1857)' ('The law of public instruction [Moyano Law, 1857]'). , Cabás, 1:1, Junio, pp. 1-10, http://revista.muesca.es/articulos1/71-la-ley-de-instruccion-publica-ley-moyano-1857. Accessed 5 July 2018 .
    [Google Scholar]
  35. Muñoz, A.. (2016);, '¿Qué ha sido de Educación para la Ciudadanía con el Partido Popular?' ('What has become of education for citizenship with the people's party?'). , Foro de Educación, 20:1, pp. 105-28.
    [Google Scholar]
  36. National Council for the Social Studies (1951);, 'Teaching controversial issues: NCSS committee's advice'. , The Clearing House, 26:3, p. 135.
    [Google Scholar]
  37. Nucci, L.. (2009), Nice is not Enough: Facilitating Moral Development, Upper Saddle River, NJ:: Pearson;.
    [Google Scholar]
  38. Nussbaum, M.. (2001), Upheavals of Thought: The Intelligence of Emotions, Cambridge:: Cambridge University Press;.
    [Google Scholar]
  39. Oulton, C.,, Dillon, J., and Grace, M.. (2004);, 'Reconceptualizing the teaching of controversial issues'. , International Journal of Science Education, 26:4, pp. 411-23.
    [Google Scholar]
  40. Oulton, C.,, Day, V.,, Dillon, J., and Grace, M.. (2004);, 'Controversial issues: Teachers' attitudes and practices in the context of citizenship education'. , Oxford Review of Education, 30:4, pp. 489-507.
    [Google Scholar]
  41. Philpott, S.,, Clabough, J.,, McConkey, L., and Turner, T.. (2011);, 'Controversial issues: To teach or not to teach? That is the question!'. , The Georgia Social Studies Journal, 1:1, pp. 32-44.
    [Google Scholar]
  42. Puig, J. M.. (ed.) (2012), Cultura Moral y Educación (Moral Culture and Education), Barcelona:: Editorial GRAÓ;.
    [Google Scholar]
  43. Puig, J. M., and Campo, L.. (2015);, 'El aprendizaje servicio, una propuesta innovadora para trabajar con la comunidad' ('Service-learning, an innovative proposal for working with the community'). , Aula de innovación educativa, 245:1, pp. 47-51.
    [Google Scholar]
  44. Puig, J. M., and Martín, X.. (2015);, 'Para un currículum de educación en valores' ('Towards a curriculum based on the education of values'). , Folios: Revista de la Facultad de Humanidades, 41:1, pp. 7-22.
    [Google Scholar]
  45. Putnam, R. D.. (2000), Bowling Alone: The Collapse and Revival of American Community, New York:: Simon & Schuster;.
    [Google Scholar]
  46. Sáez, J.. (2016);, 'Masculinidades y cambio social' ('Masculinities and social change'). , Viento sur: Por una izquierda alternativa, 146:1, pp. 69-73.
    [Google Scholar]
  47. Salganik, L. H.,, Rychen, S. D.,, Moser, U., and Konstant, J.. (1999), 'Proyectos sobre competencias en el Contexto de la OCDE: Análisis de base teórica y conceptual' ('Projects on competencies in the OECD context: Analysis of theoretical and conceptual foundations'), Neuchâtel:: OFE;.
    [Google Scholar]
  48. SPAIN – LOE (2006);, 'Real Decreto 7899, Ley Orgánica 2/2006, de 3 de mayo, de educación'. , Boletín Oficial del Estado, 106, pp. 17158-207.
    [Google Scholar]
  49. SPAIN – LOMCE (2013);, 'Real Decreto 12886, Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa'. , Boletín Oficial del Estado, 295, Sec. I, pp. 97858-921.
    [Google Scholar]
  50. Stake, R. E.. (2010), Qualitative Research: Studying How Things Work, New York:: The Guilford Press;.
    [Google Scholar]
  51. Stradling, R.. (1984);, 'The teaching of controversial issues: An evaluation'. , Educational Review, 36:2, pp. 121-29.
    [Google Scholar]
  52. Torney-Purta, J.,, Barber, C.,, Wilkenfeld, B., and Homana, G.. (2008);, 'Profiles of civic life skills among adolescents: Indicators for researchers, policy makers, and the public'. , Child Indicators Research, 1:1, pp. 86-106.
    [Google Scholar]
  53. Trilla, J.. (1992), El profesor y los valores controvertidos: Neutralidad y beligerancia en la educación (The Teacher and Controversial Values: Neutrality and Belligerence in Education), Barcelona:: Paidós;.
    [Google Scholar]
  54. Veugelers, W.,, Groot, I. de, and Stolk, V.. (2017), Research for CULT Committee: Teaching Common Values in Europe, Brussels:: The European Parliament Policy Department for Structural and Cohesion Policies;.
    [Google Scholar]
  55. Buxarrais, M. R., and Ortega, E.. (2019);, 'Controversies are no excuse: Citizenship education in Spain'. , Citizenship Teaching & Learning, 14:3, pp. 331-46, doi: 10.1386/ctl_00013_1
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1386/ctl_00013_1
Loading
/content/journals/10.1386/ctl_00013_1
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error