Heliodoro Manuel Pérez Moreno, Francisca Mª. García Padilla, J. González-Sanz, Cristina Teresa-Morales
Con el objetivo de identificar la labor educadora en materia de salud realizada por las divulgadoras sanitario-sociales de las Cátedras Ambulantes de la Sección Femenina en la provincia de Huelva durante el periodo de 1956 a 1977, se ha realizado este estudio histórico, consultando fuentes primarias encontradas en el Archivo Histórico Provincial de Huelva. A través del Programa de Puericultura e Higiene, el curso de Madres Ejemplares, el curso de Socorrismo y otras acciones específicas se pretendió mejorar la Higiene y la Salud Pública en los 61 municipios donde la cátedra llegó, alcanzando con sus actuaciones a gran parte de la población de estas zonas rurales. Las principales destinatarias fueron las mujeres, pero los hombres también participaron en esta formación, recibiendo cursos de Higiene. La divulgadora de la Cátedra Ambulante contó con el apoyo de otros agentes sanitarios en su labor educadora, principalmente, el médico de la localidad, el practicante, o personal sanitario de empresas de la zona. La elevada asistencia y motivación por el programa de Educación para la Salud estuvo impulsado por la aplicabilidad del aprendizaje en lo cotidiano para satisfacer la necesidad de mejorar el estado de salud en un medio con escasos recursos.
{"title":"La Educación para la Salud de la Cátedra Ambulante de Huelva (1956-1977)","authors":"Heliodoro Manuel Pérez Moreno, Francisca Mª. García Padilla, J. González-Sanz, Cristina Teresa-Morales","doi":"10.17583/hse.11540","DOIUrl":"https://doi.org/10.17583/hse.11540","url":null,"abstract":"Con el objetivo de identificar la labor educadora en materia de salud realizada por las divulgadoras sanitario-sociales de las Cátedras Ambulantes de la Sección Femenina en la provincia de Huelva durante el periodo de 1956 a 1977, se ha realizado este estudio histórico, consultando fuentes primarias encontradas en el Archivo Histórico Provincial de Huelva. A través del Programa de Puericultura e Higiene, el curso de Madres Ejemplares, el curso de Socorrismo y otras acciones específicas se pretendió mejorar la Higiene y la Salud Pública en los 61 municipios donde la cátedra llegó, alcanzando con sus actuaciones a gran parte de la población de estas zonas rurales. Las principales destinatarias fueron las mujeres, pero los hombres también participaron en esta formación, recibiendo cursos de Higiene. La divulgadora de la Cátedra Ambulante contó con el apoyo de otros agentes sanitarios en su labor educadora, principalmente, el médico de la localidad, el practicante, o personal sanitario de empresas de la zona. La elevada asistencia y motivación por el programa de Educación para la Salud estuvo impulsado por la aplicabilidad del aprendizaje en lo cotidiano para satisfacer la necesidad de mejorar el estado de salud en un medio con escasos recursos.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"50 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82619707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The 1973 military coup in Chile was one of the most violent in Latin America. In an environment of high political polarization and poor economic indicators, the Chilean Armed Forces overthrew President Salvador Allende. There is extensive literature discussing the political and institutional causes of the military coup without much reference to the characteristics of public opinion. Based on surveys conducted in 1972 and 1973, we evaluated support for a military government and the Armed Forces’ image in a context of high political upheaval. We found that months before the military coup, about 25% supported a military government and the Armed Forces also had broad popular support, being perceived as reliable and politically neutral actors. Although there is some consensus on the insurrectionary character of the Armed Forces before the military coup, we conclude that this image was far from being reflected in public opinion.
{"title":"Public Opinion, Democracy, and the Armed Forces: Chile before the 1973 Military Coup","authors":"Mario Herrera, Mauricio Morales","doi":"10.17583/hse.11582","DOIUrl":"https://doi.org/10.17583/hse.11582","url":null,"abstract":"The 1973 military coup in Chile was one of the most violent in Latin America. In an environment of high political polarization and poor economic indicators, the Chilean Armed Forces overthrew President Salvador Allende. There is extensive literature discussing the political and institutional causes of the military coup without much reference to the characteristics of public opinion. Based on surveys conducted in 1972 and 1973, we evaluated support for a military government and the Armed Forces’ image in a context of high political upheaval. We found that months before the military coup, about 25% supported a military government and the Armed Forces also had broad popular support, being perceived as reliable and politically neutral actors. Although there is some consensus on the insurrectionary character of the Armed Forces before the military coup, we conclude that this image was far from being reflected in public opinion.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"28 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82000308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hendra Kurniawan, N. Supriatna, A. Mulyana, Leli Yulifar
This study analyzes changes in the representation of the Chinese Indonesian or Tionghoa in history textbooks in Indonesia. There are two history textbooks under study, each published during the Guided Democracy and New Order periods. The focus of this study is on the topic of the Chinese people’s resistance to colonialism. A qualitative approach is used in this study with the Critical Discourse Analysis (CDA) method. The results show that there has been a change in the discourse of the representation of the Chinese Indonesian in history textbooks. During the Guided Democracy period, the Chinese were represented by a discourse of integration as part of the Indonesian nation which participated in the resistance against colonialism. During the New Order era, there was a change in political direction which encouraged assimilation with discriminatory practices against the Chinese. Prejudice and stereotypes against Chinese Indonesian people in Indonesia are strengthening. They were marginalized and removed from history textbooks. This research contributes to inclusive history education through the writing of history textbooks and their lessons which represent the Chinese Indonesian as part of diversity for national integration.
{"title":"From Integration to Marginalization","authors":"Hendra Kurniawan, N. Supriatna, A. Mulyana, Leli Yulifar","doi":"10.17583/hse.11060","DOIUrl":"https://doi.org/10.17583/hse.11060","url":null,"abstract":"This study analyzes changes in the representation of the Chinese Indonesian or Tionghoa in history textbooks in Indonesia. There are two history textbooks under study, each published during the Guided Democracy and New Order periods. The focus of this study is on the topic of the Chinese people’s resistance to colonialism. A qualitative approach is used in this study with the Critical Discourse Analysis (CDA) method. The results show that there has been a change in the discourse of the representation of the Chinese Indonesian in history textbooks. During the Guided Democracy period, the Chinese were represented by a discourse of integration as part of the Indonesian nation which participated in the resistance against colonialism. During the New Order era, there was a change in political direction which encouraged assimilation with discriminatory practices against the Chinese. Prejudice and stereotypes against Chinese Indonesian people in Indonesia are strengthening. They were marginalized and removed from history textbooks. This research contributes to inclusive history education through the writing of history textbooks and their lessons which represent the Chinese Indonesian as part of diversity for national integration.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"63 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87512314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article analyzes Soviet and modern Kazakhstani school textbooks to cover the Great Patriotic War's history using the "Opening Up the Textbook" method. The purpose of this article is a comparative analysis of the textbooks of the Soviet era and the current textbooks to cover the events of military history in them. Particular attention is paid to the presentation of the history of the Great Patriotic War. Not only were different textbooks compared, but also the description of the history of the war in them. The study identifies standard and distinctive features and analyzes the specifics of the presentation of the main points of the war in the textbooks.
{"title":"School textbooks on history: a case of representing the Great Patriotic War in the Soviet era and the period of independence of Kazakhstan","authors":"A. Satanov, Ayagan Burkitbay G.","doi":"10.17583/hse.11072","DOIUrl":"https://doi.org/10.17583/hse.11072","url":null,"abstract":"The article analyzes Soviet and modern Kazakhstani school textbooks to cover the Great Patriotic War's history using the \"Opening Up the Textbook\" method. The purpose of this article is a comparative analysis of the textbooks of the Soviet era and the current textbooks to cover the events of military history in them. Particular attention is paid to the presentation of the history of the Great Patriotic War. Not only were different textbooks compared, but also the description of the history of the war in them. The study identifies standard and distinctive features and analyzes the specifics of the presentation of the main points of the war in the textbooks.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"30 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81008837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Este artículo estudia los efectos de la desigualdad social en la escolarización diferencial del alumnado en la enseñanza primaria por centros y su repercusión en los desiguales resultados académicos en pruebas externas de evaluación. La realidad actual, y el pasado, muestran efectos negativos para el rendimiento académico del alumnado desfavorecido socioeconómica y culturalmente, escolarizado en mayor proporción en centros segregados por composición social. La democratización de la educación con la escolarización completa en la enseñanza primaria en España, desde hace décadas, no ha resuelto la aleatoriedad de los resultados académicos del alumnado que cabría esperar en procesos de escolarización con igualdad de oportunidades. La variable composición social de las escuelas, creada con el índice socioeconómico y cultural familiar del alumnado, muestra efectos significativos en el rendimiento de matemáticas del alumnado de primaria, si bien los centros de igual composición social muestran variabilidad significativa entre ellos, lo que asegura que las escuelas cuentan con capacidad para cambiar los resultados académicos, independientemente de su caracterización por composición de su alumnado. Los datos proceden del Informe TIMSS 2019, publicado por la IEA en diciembre de 2020.
{"title":"La segregación escolar y su impacto en el rendimiento académico del alumnado de educación primaria en España.","authors":"Leopoldo Cabrera, D. Bianchi","doi":"10.17583/hse.11374","DOIUrl":"https://doi.org/10.17583/hse.11374","url":null,"abstract":"Este artículo estudia los efectos de la desigualdad social en la escolarización diferencial del alumnado en la enseñanza primaria por centros y su repercusión en los desiguales resultados académicos en pruebas externas de evaluación. La realidad actual, y el pasado, muestran efectos negativos para el rendimiento académico del alumnado desfavorecido socioeconómica y culturalmente, escolarizado en mayor proporción en centros segregados por composición social. La democratización de la educación con la escolarización completa en la enseñanza primaria en España, desde hace décadas, no ha resuelto la aleatoriedad de los resultados académicos del alumnado que cabría esperar en procesos de escolarización con igualdad de oportunidades. La variable composición social de las escuelas, creada con el índice socioeconómico y cultural familiar del alumnado, muestra efectos significativos en el rendimiento de matemáticas del alumnado de primaria, si bien los centros de igual composición social muestran variabilidad significativa entre ellos, lo que asegura que las escuelas cuentan con capacidad para cambiar los resultados académicos, independientemente de su caracterización por composición de su alumnado. Los datos proceden del Informe TIMSS 2019, publicado por la IEA en diciembre de 2020. ","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"50 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89384911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Juan Agustín González Rodríguez, Núria Llevot-Calvet, Mari Paz López-Teulón, Olga Bernad-Cavero
Hoy en día, es comúnmente compartida la idea de que la escuela rural beneficia al alumnado y a la comunidad. Sin embargo, históricamente, no siempre ha sido así. Durante el franquismo se llegó a buscar su extinción, especialmente con la Ley General de Educación. En este contexto, varios maestros y maestras rurales, que se oponían a las concentraciones escolares y buscaban alternativas, se organizaron a finales de los 70 y principios de los 80 mediante su participación en las Jornadas de Escuela Rural. Este artículo, a través de entrevistas hechas a los maestros rurales que tuvieron un papel primordial en dichas Jornadas de Escuela Rural, busca conocer el rol de los educadores rurales en los procesos de cambio durante la transición democrática. Los resultados evidencian que fueron estos docentes quienes cuestionaron las políticas educativas de la época y quienes plantearon el modelo de escuela rural que hoy en día sigue existiendo.
{"title":"Los maestros rurales contra las concentraciones escolares: el origen de las Zonas Escolares Rurales","authors":"Juan Agustín González Rodríguez, Núria Llevot-Calvet, Mari Paz López-Teulón, Olga Bernad-Cavero","doi":"10.17583/hse.11280","DOIUrl":"https://doi.org/10.17583/hse.11280","url":null,"abstract":"Hoy en día, es comúnmente compartida la idea de que la escuela rural beneficia al alumnado y a la comunidad. Sin embargo, históricamente, no siempre ha sido así. Durante el franquismo se llegó a buscar su extinción, especialmente con la Ley General de Educación. En este contexto, varios maestros y maestras rurales, que se oponían a las concentraciones escolares y buscaban alternativas, se organizaron a finales de los 70 y principios de los 80 mediante su participación en las Jornadas de Escuela Rural. Este artículo, a través de entrevistas hechas a los maestros rurales que tuvieron un papel primordial en dichas Jornadas de Escuela Rural, busca conocer el rol de los educadores rurales en los procesos de cambio durante la transición democrática. Los resultados evidencian que fueron estos docentes quienes cuestionaron las políticas educativas de la época y quienes plantearon el modelo de escuela rural que hoy en día sigue existiendo.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"9 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84974416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jacobo Roda-Segarra, Andrés Payà Rico, José Luis Hernández Huerta
Durante las tres últimas décadas se ha producido un importante aumento en cuanto al número de investigaciones en el campo de la Historia de la Educación. Esto, a pesar de favorecer la internacionalización y creación de redes transnacionales de investigación, también aumenta la complejidad de la comprensión global de la disciplina. Debido a esto, junto con el reducido número de estudios al respecto, la presente investigación realiza un análisis bibliométrico de 11 revistas relevantes internacionalmente desde 1967 hasta la actualidad. Se ha analizado la evolución de la producción a lo largo de los años, citaciones, autores y colaboraciones, países de afiliación, instituciones y colaboraciones, e idiomas. También se ha estudiado la representación por sexo de autoras y autores más productivos. Además, se ha realizado un análisis de las combinaciones de palabras clave más frecuentes, junto con la evolución de las temáticas más investigadas en la última década. Los resultados muestran un punto de inflexión en la producción a partir de 2006, con un importante crecimiento, así como unos bajos índices de colaboración entre autores y países. También muestran la relevancia en la última década de la investigación histórico-educativa por países y épocas, destacando la historia de la educación contemporánea especialmente.
{"title":"La historia de la educación a través de las revistas especializadas: temáticas, producción científica y bibliometría (1967-2022)","authors":"Jacobo Roda-Segarra, Andrés Payà Rico, José Luis Hernández Huerta","doi":"10.17583/hse.11028","DOIUrl":"https://doi.org/10.17583/hse.11028","url":null,"abstract":"Durante las tres últimas décadas se ha producido un importante aumento en cuanto al número de investigaciones en el campo de la Historia de la Educación. Esto, a pesar de favorecer la internacionalización y creación de redes transnacionales de investigación, también aumenta la complejidad de la comprensión global de la disciplina. Debido a esto, junto con el reducido número de estudios al respecto, la presente investigación realiza un análisis bibliométrico de 11 revistas relevantes internacionalmente desde 1967 hasta la actualidad. Se ha analizado la evolución de la producción a lo largo de los años, citaciones, autores y colaboraciones, países de afiliación, instituciones y colaboraciones, e idiomas. También se ha estudiado la representación por sexo de autoras y autores más productivos. Además, se ha realizado un análisis de las combinaciones de palabras clave más frecuentes, junto con la evolución de las temáticas más investigadas en la última década. Los resultados muestran un punto de inflexión en la producción a partir de 2006, con un importante crecimiento, así como unos bajos índices de colaboración entre autores y países. También muestran la relevancia en la última década de la investigación histórico-educativa por países y épocas, destacando la historia de la educación contemporánea especialmente.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"7 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80148794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lidia Bordanoba Gallego, Olga Serradell, T. Morlà-Folch, Laura Ruiz-Eugenio, Cristina M. Pulido
Scientific literature has clarified that the contexts of more intense power relations favor sexual harassment and impunity. This article presents the results of a research that has analyzed a legislation aimed at combating sexual harassment that preceded six months earlier the selection and evaluation of faculty. The communicative research methodology followed the criteria of social impact and creation, which are currently required by the European Union research program. In addition to a documentary review, sixteen interviews were conducted, twelve with teachers who led the research that gave rise to these reforms and three with victims who managed to become survivors. The result shows an affirmation shared by all interviewees: the passing of legislation against sexual harassment weakened feudal relationships within universities and made members of the Spanish parliament aware of the need to overcome these relationships through meritocratic evaluation. This result can contribute to a twofold process: that feminisms support democratic and social reforms in universities and that those who elaborate scientific policies know that guaranteeing gender equality and overcoming sexual harassment is the way to promote scientific productivity.
{"title":"Feudalism, meritocracy and sexual harassment","authors":"Lidia Bordanoba Gallego, Olga Serradell, T. Morlà-Folch, Laura Ruiz-Eugenio, Cristina M. Pulido","doi":"10.17583/hse.11788","DOIUrl":"https://doi.org/10.17583/hse.11788","url":null,"abstract":"Scientific literature has clarified that the contexts of more intense power relations favor sexual harassment and impunity. This article presents the results of a research that has analyzed a legislation aimed at combating sexual harassment that preceded six months earlier the selection and evaluation of faculty. The communicative research methodology followed the criteria of social impact and creation, which are currently required by the European Union research program. In addition to a documentary review, sixteen interviews were conducted, twelve with teachers who led the research that gave rise to these reforms and three with victims who managed to become survivors. The result shows an affirmation shared by all interviewees: the passing of legislation against sexual harassment weakened feudal relationships within universities and made members of the Spanish parliament aware of the need to overcome these relationships through meritocratic evaluation. This result can contribute to a twofold process: that feminisms support democratic and social reforms in universities and that those who elaborate scientific policies know that guaranteeing gender equality and overcoming sexual harassment is the way to promote scientific productivity.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"45 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73474404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rarely have changes to state funded school education in the United Kingdom (UK) been as significant or lasting as during the 1970 - 1990 period, under the direction of Education Secretary, and then Prime Minister, Margaret Thatcher. This article will establish Thatcher’s place in the timeline of UK state funded education, before discussing the major changes to educational policy and teaching practice during the Thatcher premiership, including the complex socio-economic, cultural, and political context of these changes. Of particular interest is the 1988 Education Act, and the legacy this has had on UK schools and education.
{"title":"Margaret Thatcher’s UK School Reforms - Aims, Impact, and Legacy","authors":"J. McGuire","doi":"10.17583/hse.10645","DOIUrl":"https://doi.org/10.17583/hse.10645","url":null,"abstract":"Rarely have changes to state funded school education in the United Kingdom (UK) been as significant or lasting as during the 1970 - 1990 period, under the direction of Education Secretary, and then Prime Minister, Margaret Thatcher. This article will establish Thatcher’s place in the timeline of UK state funded education, before discussing the major changes to educational policy and teaching practice during the Thatcher premiership, including the complex socio-economic, cultural, and political context of these changes. Of particular interest is the 1988 Education Act, and the legacy this has had on UK schools and education.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"25 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90224092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This project-based research falls within visual sociology in history education, which focuses on integrating local cultural heritage through digital photovoice (DP). It aims to build the students’ historical and cultural identity to preserve Indonesian cultural heritage. However, research on DP in history education is still scarce and understudied. Grounded in the Project-Based Learning (PBL) theory, this study explored how DP facilitated the students’ history learning of the local heritage. Forty-one history education students from an Indonesian public university agreed and consented to participate in the study. Data were analyzed from the PBL portfolio, student-created DP, and focus group interviews (FGI) with the students. As a result, the study highlights three key findings that PBL-DP integrated strategy: 1) facilitated and increased the students’ learning engagement, participation, autonomy, collaboration, and activeness in learning activities, 2) encouraged the production of student-created digital photovoice, and 3) promoted their historical and cultural identity. The implication of this study suggests integrating DP into history pedagogy and history teachers’ professional development.
{"title":"Project-Based Digital Photovoice: Teaching Local History through the Visual Method","authors":"Jamiludin Jamiludin, Darnawati Darnawati","doi":"10.17583/hse.10444","DOIUrl":"https://doi.org/10.17583/hse.10444","url":null,"abstract":"This project-based research falls within visual sociology in history education, which focuses on integrating local cultural heritage through digital photovoice (DP). It aims to build the students’ historical and cultural identity to preserve Indonesian cultural heritage. However, research on DP in history education is still scarce and understudied. Grounded in the Project-Based Learning (PBL) theory, this study explored how DP facilitated the students’ history learning of the local heritage. Forty-one history education students from an Indonesian public university agreed and consented to participate in the study. Data were analyzed from the PBL portfolio, student-created DP, and focus group interviews (FGI) with the students. As a result, the study highlights three key findings that PBL-DP integrated strategy: 1) facilitated and increased the students’ learning engagement, participation, autonomy, collaboration, and activeness in learning activities, 2) encouraged the production of student-created digital photovoice, and 3) promoted their historical and cultural identity. The implication of this study suggests integrating DP into history pedagogy and history teachers’ professional development.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"29 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84306222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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