Social Studies Education in Latin America Critical Perspectives from the Global South

Contents

List of Contributors

Preface

1. The New Social Studies Research in Latin America: An Introduction

Sebastián Plá & E. Wayne Ross

2. Educational Trajectories in an Adverse Political Context: The Social Sciences and History in the Colombian School

Sandra Patricia Rodríguez Ávila

3. Education, History, and Memory in the Chilean School: A Perspective on Chile’s Recent History from the Narratives of High School Students

Fabián González Calderón & Graciela Rubio Soto

4. Interculturalism in the Training of History Teachers: Persistence of the Disciplinary Code

Omar Turra-Díaz & Juan Salcedo-Parada

5. Decolonial Pedagogy: Intersections and Resistances of Memory and History, in Mapuche Communities of Southern Chile

Carolina Huenchullán Arrué

6. Afrodescendants in Latin America and Social Studies: A Perspective from Mexico

Gabriela Iturralde Nieto

7. When Gender and Sexuality Intersect with History Teaching: Brazil is Burning

Fernando Seffner

8. Crossroads of History Teaching and Learning and Political Science in Latin America: The　Residente　Project

Luis Fernando Cerri

9. Towards a new disciplinary code in teaching history in Argentina: A look at materiality at the secondary level

María Paula González

10. On the History We Teach Every Day: Historics, Historiography and Philosophy of History

Ana Zavala

11. The Critical Reading of the Southern Geographical Reality: The Challenge of School Geography

José Armando Santiago Rivera

12. The Panorama of Social Studies in Latin America Curricula

Sebastián Plá

Biography

Sebastián Plá is Senior Researcher at the National Autonomous University of Mexico.

E. Wayne Ross is Professor in Department of Curriculum and Pedagogy, University of British Columbia

Social Studies Education in Latin America is an achievement and an opportunity to facilitate a better exchange of ideas and more equal academic discussion. Written by leading researchers in Latin America and edited by key authorities in the field, it opens access to Latin American social studies research in their own words. The book is an essential read for social studies academics and practitioners who are open to being challenged and engaging in more ethical constructions of knowledge.

–Edda Sant, Reader in Education, Manchester Metropolitan University,　UK

There is an essential uniqueness to　Social Studies Education in Latin America that could truly benefit social studies education in North America.　We are in urgent　need of a global lens and vital dialogue that examines the political, economic, and social histories inherent to Central and South America. Like none before, this book will bring to our classrooms perspectives on power and a wonderful opportunity to shift our practices.

–Cinthia Salinas, Ruben E. Hinojosa Regents Professor in Education, University of Texas at Austin, USA

The collection of critical research on social studies in Latin America, in dialogue with global issues, makes Social Studies Education in Latin America an indispensable contribution to the renewal of critical social studies education.

–Antoni Santisteban Fernández, Professor & Director of the Department of Didactics of Language and Literature, and Social Sciences, Autonomous University of Barcelona, Spain

Social Studies Education in Latin America offers readers vital insights into　critical teaching and learning. The chapters call upon educators to account for the classed, gendered, and racialized nature of systems born in Empire and inequality and for the capacities of communities to learn themselves into a more just co-existence.

–Kent den Heyer, Professor, Department of Secondary Education, University of Alberta, Canada

Language has become a barrier to knowledge and exchange between research carried out in countries whose language is of Latin origin, in our case Spanish and Portuguese. It is important to promote and discuss the knowledge created in Latin America, which makes Social Studies Education in Latin America relevant.

–Ángel Díaz-Barriga, Institute for Research on the University and Education, National Autonomous University of Mexico, Mexico