Global Education in the Spanish Educational Policies of Elementary and Primary Education: Utopia or Reality?-Reference-Cited by-同舟云学术

Global Education in the Spanish Educational Policies of Elementary and Primary Education: Utopia or Reality?

Published:2023-08-22 Issue: Volume:50 Page:52-69
ISSN:1648-665X
Container-title:Acta Paedagogica Vilnensia
language:
Short-container-title:ActPaed

Author:

Santamaría-Cárdaba Noelia,Martínez-Scott Suyapa

Abstract

Global education is becoming increasingly relevant at the international level, since forming critical citizens who act against inequalities and in favor of sustainable development is undoubtedly the path to where social transformation should be headed. The role of formal education in developing global competence in students is undeniable, which makes it necessary to include it in educational policies. This study uses a qualitative perspective since a documentary analysis is made to investigate the treatment of global education in the current educational curricula in Spain for Elementary Education and Primary Education. The results show deficiencies when dealing with several key issues for the correct teaching of global education.

Publisher

Vilnius University Press

Subject

Education

Reference69 articles.

1. Andreotti, V. (2006). Soft versus critical global citizenship education. Policy & Practise, 3, 40-51.

2. Aranda, C., & Pantoja, A. (2005). Towards an expression of different cultures in the classroom: perceptions on multicultural education. Education Journal, 336, 415-436.

3. Argibay, M., & Celorio, G. (2005). Education for Development. Basque Government.

4. Arvayo-mata, K. L., & Rodríguez, A. (2015). Gender roles, verbal interaction and tolerance presented by students in primary education. REDHECS: Electronic Journal of Humanities, Education and Social Communication, 10(19), 7-31.

5. Barber, B. R., & Battistoni, R. M. (1999). Education for democracy. Citizenship, community, service: A sourcebook for students. Kendall Hunt Publishing Company.