About this paper

Appears in:
Pages: 1713-1718
Publication year: 2015
ISBN: 978-84-606-5763-7
ISSN: 2340-1079

Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain

CITIZENSHIP EDUCATION IN THE SPANISH CURRICULUM

E. Navarro-Medina, N. De-Alba-Fernández

Universidad de Sevilla (SPAIN)
Education for citizenship has been considered for years an school subject for the development of democratic societies. Young people need to understand the mechanisms of democratic societies to participate. In the case of Spain, the Organic Law on Education of 2006 included education for citizenship as a specific subject in primary education and as a cross-cutting issue in others subjects. In Secondary Education, Education for Citizenship and Human Rights was a specific area for fourth course. Finally, citizenship education was included in the subject of History of Spain in Bachillerato. This school subject works the historical knowledge of our past to form a critical awareness of the world in which we live. This critical awareness allows us to participate as free citizens. However, the school subject of citizenship education has disappeared from the curriculum for the successful adoption of the latest Education Law (Organic Improving Quality of Education Law of 2013).

In this paper we study to learn how curricular citizenship skills in the school subject of History of Spain in Bachillerato. We study the curriculum of four Spanish autonomous regions: Cataluña, Valencia, Murcia and Andalucía.

For this study, we compared the curricula legislated by the Education Law of 2006 and the Organic Improving Quality of Education Law of 2013, based on four categories:
- The first category examines the relationship between citizenship skills and educational purposes in the subject of History of Spain. This matter should be understood as an important element for the democratic development and citizen of youth people.
- The second category includes the explicit reference to citizenship education in the curriculum objectives. If the schoolar objectives work citizenship skills, then they will understand that this citizenship skills will work in the section of content and evaluation, in the classroom every day.
- The third category is studying the proposal content and development. The purpose is to determine if the contents statements go beyond "traditional" aspects of the subject. If these contents are related to the fact that young people and their training needs live.
- The fourth category focuses on the evaluation criteria that must assess students according to the objectives and content raised. To do this, we must check if assessment only includes conceptual aspects of the subject of History of Spain or if instead is able to assess citizenship skills developed by students.
@InProceedings{NAVARROMEDINA2015CIT,
author = {Navarro-Medina, E. and De-Alba-Fern{\'{a}}ndez, N.},
title = {CITIZENSHIP EDUCATION IN THE SPANISH CURRICULUM},
series = {9th International Technology, Education and Development Conference},
booktitle = {INTED2015 Proceedings},
isbn = {978-84-606-5763-7},
issn = {2340-1079},
publisher = {IATED},
location = {Madrid, Spain},
month = {2-4 March, 2015},
year = {2015},
pages = {1713-1718}}
TY - CONF
AU - E. Navarro-Medina AU - N. De-Alba-Fernández
TI - CITIZENSHIP EDUCATION IN THE SPANISH CURRICULUM
SN - 978-84-606-5763-7/2340-1079
PY - 2015
Y1 - 2-4 March, 2015
CI - Madrid, Spain
JO - 9th International Technology, Education and Development Conference
JA - INTED2015 Proceedings
SP - 1713
EP - 1718
ER -
E. Navarro-Medina, N. De-Alba-Fernández (2015) CITIZENSHIP EDUCATION IN THE SPANISH CURRICULUM, INTED2015 Proceedings, pp. 1713-1718.
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