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The Spanish Civil War in the Classroom: From Absence to Didactic Potential

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Public Humanities and the Spanish Civil War

Part of the book series: Palgrave Studies in Cultural Heritage and Conflict ((PSCHC))

Abstract

This chapter argues that the Spanish Civil War should have a stronger presence in the educational curriculum in Spain in order to develop a critical citizenship able to approach the conflict from a diversity of perspectives. The chapter analyzes Spanish pedagogy with regard to the Humanities and History in particular, with a view to demonstrating the low profile of the Civil War in Spanish curricula. It then asks, what might the teaching and learning of the Civil War mean for the development of new competencies how might new didactic strategies be developed to bring these to the fore?

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Notes

  1. 1.

    Joan Campàs Montaner, “Antimanifest per les humanitats,” el Periódico, 17 January 2014.

  2. 2.

    European Commission (n.d.). Horizon 2020 : The EU Framework Programme for Research and Innovation, http://ec.europa.eu/programmes/horizon2020/en.

  3. 3.

    League of European Research Universities , Social Sciences and Humanities : Essential Fields for European Research and in Horizon 2020 , Advice Paper 11 (2012), https://www.leru.org/files/Social-Sciences-and-Humanities-Essential-Fields-for-European-Research-and-Horizon-2020-Full-paper.pdf.

  4. 4.

    Belle Wallace, Using History to Develop Problem-Solving and Thinking Skills at Key Stage 2 (London: David Fulton, 2003).

  5. 5.

    The Partnership for 21st Century Skills, Framework for 21st Century Learning (n.d.), http://www.p21.org/our-work/p21-framework.

  6. 6.

    Anthony Adams, The Humanities Jungle (London: Ward Lock Educational, 1976); Ciriaco Moron Arroyo, The Humanities in the Age of Technology (Washington, DCE: Catholic University of America Press , 2002).

  7. 7.

    Hillary Claire and Cathie Holden, “The Challenge of Teaching Controversial Issues: Principles and Practice,” in their edited book, The Challenge of Teaching Controversial Issues, 1–14 (Stoke on Trent: Trentham Books, 2007); Paula Cowan and Henry Maitles, “Preface and Framework,” in Teaching Controversial Issues in the Classroom : Key Issues and Debates, ed. Paula Cowan and Henry Maitles (London: Continuum, 2012), 1–9; Richard Woolley, Tackling Controversial Issues in the Primary School : Facing Life’s Challenges with Your Learners (New York: Routledge, 2010).

  8. 8.

    Lynn Davies, “Schools and War : Urgent Agendas for Comparative and International Education ,” Compare 35, no. 4 (2005), 357–71; Olwen Goodall, “War and Peace with Young Children ,” in Claire and Holden, The Challenge of Teaching Controversial Issues, 41–49; Henry Maitles, “Discussing War in the Classroom ,” in Cowan and Maitles, Teaching Controversial Issues in the Classroom , 61–69.

  9. 9.

    Francisco Ferrándiz, El pasado bajo tierra (Barcelona: Anthropos, 2014); Alfredo González-Ruibal , “Making Things Public: Archaeologies of the Spanish Civil War ,” Public Archaeology 6, no. 4 (2007), 203–26.

  10. 10.

    Patricia Avery et al., “Teaching and Understanding War and Peace Through Structured Academic Controversies,” in How Children Understand War and Peace : A Call for International Peace Education , ed. Amiram Raviv, Louis Oppenheimer, and Daniel Bar-Tal (San Francisco: Jossey-Bass, 1999), 260–80.

  11. 11.

    Jacques Delors, “Los cuatro pilares de la educación,” in La educación encierra un tesoro: Informe a la UNESCO de la Comisión internacional sobre la educación para el siglo XXI (Madrid : Santillana/UNESCO , 1996), 91–103.

  12. 12.

    Eric Maddern, A Teachers’ Guide to Storytelling at Historic Sites (London: English Heritage Publications, 1992).

  13. 13.

    Lucia Carubba, Francesco Tonucci, and Manuela Cecchini, A los tres años se investiga (Barcelona: Editorial Avance, 1976).

  14. 14.

    Antoni Bardavio, and Paloma González, Objetos en el tiempo. Las fuentes materiales en la enseñanza de las ciencias sociales (Barcelona: ICE UB/Horsori, 2003).

  15. 15.

    Hillary Cooper, Didáctica de la historia en la educación infantil y primaria (Madrid : Ministerio de educación, cultura y deporte/Ediciones Morata, 2002).

  16. 16.

    Cooper, Didáctica de la historia.

  17. 17.

    Cooper, Didáctica de la historia.

  18. 18.

    Jean Piaget, and Bärbel Inhelder, Psicología del niño (Ediciones Morata, 1997).

  19. 19.

    Cooper, Didáctica de la historia.

  20. 20.

    Francesco Tonucci, La escuela como investigación (Nueva edición ampliada) (Barcelona: Reforma de la Escuela, 1979).

  21. 21.

    Irene de Puig, Pensem-hi! Propostes per reforçar les habilitats de pensament en els infants de 2 i 3 anys (Vic: Eumo Editorial/Universitat de Girona, 2013).

  22. 22.

    Puig, Pensem-hi!

  23. 23.

    Puig, Pensem-hi!

  24. 24.

    Cooper, Didáctica de la historia.

  25. 25.

    Liz Wood, and Cathie Holden, Ensenyar història als més petits (Manresa: Zenobita edicions, 2007).

  26. 26.

    Boletín Oficial del Estado, 1 March 2014, https://www.boe.es/boe/dias/2014/03/01/pdfs/BOE-A-2014-2222.pdf.

  27. 27.

    Boletín Oficial del Estado, 1 March 2014, https://www.boe.es/boe/dias/2014/03/01/pdfs/BOE-A-2014-2222.pdf.

  28. 28.

    Boletín Oficial del Estado, 3 January 2015, https://www.boe.es/boe/dias/2015/01/03/pdfs/BOE-A-2015-37.pdf.

  29. 29.

    Boletín Oficial del Estado, 3 January 2015, https://www.boe.es/boe/dias/2015/01/03/pdfs/BOE-A-2015-37.pdf.

  30. 30.

    Boletín Oficial del Estado, 3 January 2015, https://www.boe.es/boe/dias/2015/01/03/pdfs/BOE-A-2015-37.pdf.

  31. 31.

    For greater detail on these aspects and on the key topics proposed below, see Maria Feliu-Torruella, and F. Xavier Hernàndez Cardona, Didáctica de la Guerra Civil española (Barcelona: Graó, 2013).

  32. 32.

    Paul Preston, and José Pablo García, La Guerra Civil Española (Madrid : Debate, 2016). For more titles see Anna Abella, “La Guerra Civil en 10 cómics,” elPeriódico, 18 July 2016, http://www.elperiodico.com/es/ocio-y-cultura/20160718/guerra-civil-diez-comic-5274920.

Bibliography

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    Google Scholar 

  • Carubba, Lucia, Francesco Tonucci, and Manuela Cecchini. A los tres años se investiga. Barcelona: Editorial Avance, 1976.

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  • Cooper, Hillary. Didáctica de la historia en la educación infantil y primaria. Madrid: Ministerio de educación, cultura y deporte/ Ediciones Morata, 2002.

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    Google Scholar 

  • Ferrándiz, Francisco. El pasado bajo tierra. Barcelona: Anthropos, 2014.

    Google Scholar 

  • González-Ruibal, Alfredo. “Making Things Public: Archaeologies of the Spanish Civil War.” Public Archaeology 6, no. 4 (2007): 203–26.

    Article  Google Scholar 

  • Goodall, Olwen. “War and Peace with Young Children.” In The Challenge of Teaching Controversial Issues, ed. Hillary Claire and Cathie Holden, 41–49. Stoke on Trent: Trentham Books, 2007.

    Google Scholar 

  • Maddern, Eric. A Teachers’ Guide to Storytelling at Historic Sites. London: English Heritage Publications, 1992.

    Google Scholar 

  • Maitles, Henry. “Discussing War in the Classroom.” In Teaching Controversial Issues in the Classroom: Key Issues and Debates, ed. Paula Cowan and Henry Maitles, 61–69. London: Continuum, 2012.

    Google Scholar 

  • Piaget, Jean, and Bärbel Inhelder. Psicología del niño. Ediciones Morata, 1997.

    Google Scholar 

  • Preston, Paul, and José Pablo García. La Guerra Civil Española. Madrid: Debate, 2016.

    Google Scholar 

  • Puig, Irene de. Pensem-hi! Propostes per reforçar les habilitats de pensament en els infants de 2 i 3 anys. Vic: Eumo Editorial/Universitat de Girona, 2013.

    Google Scholar 

  • Tonucci, Francesco. La escuela como investigación (Nueva edición ampliada). Barcelona: Reforma de la Escuela, 1979.

    Google Scholar 

  • Wallace, Belle. Using History to Develop Problem-Solving and Thinking Skills at Key Stage 2. London: David Fulton, 2003.

    Google Scholar 

  • Wood, Liz, and Cathie Holden. Ensenyar història als més petits. Manresa: Zenobita edicions, 2007.

    Google Scholar 

  • Woolley, Richard. Tackling Controversial Issues in the Primary School: Facing Life’s Challenges with Your Learners. New York: Routledge, 2010.

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Author information

Authors and Affiliations

  1. University of Barcelona, Barcelona, Spain

    Maria Feliu-Torruella

Authors
  1. Maria Feliu-Torruella
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Editor information

Editors and Affiliations

  1. University of Warwick, Coventry, UK

    Alison Ribeiro de Menezes

  2. Trent University, Peterborough, ON, Canada

    Antonio Cazorla-Sánchez

  3. York University, Toronto, ON, Canada

    Adrian Shubert

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Feliu-Torruella, M. (2018). The Spanish Civil War in the Classroom: From Absence to Didactic Potential. In: Ribeiro de Menezes, A., Cazorla-Sánchez, A., Shubert, A. (eds) Public Humanities and the Spanish Civil War. Palgrave Studies in Cultural Heritage and Conflict. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-97274-9_10

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