Citizenship, heritage and inclusive education: construction of a category system for the analysis of didactic experiences

Abstract

From a flexible approach, it is presented an article with the objective of building a category system for the analysis of didactic experiences in relation to citizenship education, heritage education and inclusive education. According to defined objective and after the references were reviewed, a system of categories was designed in relation to the three aforementioned categories, including models of citizenship and civic participation, types of heritage, purposes of heritage education, perspectives of attention to diversity and principles for an inclusive heritage. As a conclusion, regarding the development of citizenship, there are main trends in experiences and researches such as the autonomy of the individual, social inclusion and rights; including citizens' rights, ability to decide, knowledge and implementation of these rights, and social inclusion in the environment where they are developed as fundamental topics. In this process, the use of heritage as a source of social identity respectful of other cultures, individuals and societies faces a double challenge: become aware of the little value that students can attribute to heritage if they do not establish some connection with their lives and counteract the use of heritage as a resource as differentiated and disintegrating elements. This article was elaborated within the framework of EPITEC 2 research project, “Controversial heritages for the ecosocial formation of citizenship. An investigation of heritage education in formal education” (PID2020-116662GB-I00), funded by the Ministry of Science and Innovation of the Government of Spain.