Citizenship and the Constitution in History Textbooks. Fifth Year in Classical High Schools: A Case Study
Abstract The teaching of citizenship and the Constitution is a valuable indicator of the degree of cultural development in a country. It is an educational issue that is played out in the classroom, in curricula, in curriculum planning, and in everyday teaching. By implementing citizenship and democracy education in schools at all levels, students will be able to acquire the basic civic education that is necessary and indispensable for their participation in social, political and democratic life. In Italy, citizenship education and the study of the Constitution are part of the teaching of contemporary history. This article analyses the six contemporary history textbooks used in the nine fifth-year classes of the three classical high schools in the city of Avellino in the 2019-2020 school year. In each textbook, the presence or absence of a part devoted exclusively to topics related to citizenship and the Constitution was checked. It was found that only two of the six textbooks have such a part. The topics addressed in these textbooks were then listed and their form and contents were analysed. A further critical assessment of the contents and the accompanying teaching activities was conducted in order to evaluate the extent to which the topics were problematized. From this data, it is still evident that these topics still receive little interest and attention.
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Borghi, B., Montanari, D. (2021). La enseñanza de la Historia en Italia, entre pasado, reformas y horizontes futuros. El Futuro del Pasado: revista electrónica de historia, 12, pp. 91-121. https://doi.org/10.14201/fdp20211291121
Castellví, J., Massip, M., Pagès, J. (2019). Emociones y pensamiento crítico en la era digital: un estudio con alumnado de formación inicial. REIDICS: Revista de Investigación en Didáctica de las Ciencias Sociales, 5, pp. 23-41. https://doi.org/10.17398/2531-0968.05.23
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Pagès, J. (2009). La educación para la ciudadanía y la enseñanza de la historia: cuando el futuro es la finalidad de la enseñanza del pasado. Reseñas de Enseñanza de la Historia, 6, pp. 71-89. http://relibro.uncoma.edu.ar/index.php/resenas/article/view/3905
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Sant, E. (2014). What does Political Participation Mean to Spanish Students? Journal of Social Science Education, 13(4), pp. 11-25. https://doi.org/10.2390/jsse-v13-i4-1321
Santisteban, A., González, N., & Pagès, J. (2010). Una investigación sobre la formación del pensamiento histórico. En R. Ávila Ruiz, M. P. Rivero Gracia, P. L. Domínguez Sanz (eds.), Metodología de investigación en Didáctica de las Ciencias Sociales (pp. 115-128). Zaragoza: Fernando el Católico – Diputación de Zaragoza/ AUPDCS.
Zannini, A. (2016). Il manuale di storia nella scuola d’oggi: la parola agli insegnanti. In F. Savorgnan de Brazzà (ed.), Carte e i discepoli : studi in onore di Claudio Griggio (pp. 504-513). Forum. https://doi.org/10.1400/247520
Borghi, B., Montanari, D. (2021). La enseñanza de la Historia en Italia, entre pasado, reformas y horizontes futuros. El Futuro del Pasado: revista electrónica de historia, 12, pp. 91-121. https://doi.org/10.14201/fdp20211291121
Castellví, J., Massip, M., Pagès, J. (2019). Emociones y pensamiento crítico en la era digital: un estudio con alumnado de formación inicial. REIDICS: Revista de Investigación en Didáctica de las Ciencias Sociales, 5, pp. 23-41. https://doi.org/10.17398/2531-0968.05.23
Chiaramonte, U. (2000). Indagine sull’apprendimento della storia tra gli studenti dell’ultimo anno delle scuole superiori. Innovazione educativa, 6, pp. 22-25.
Dahlgren, P. (2003). Reconfiguring Civic Culture in the New Media Milieu. In J. Corner & D. Pels (eds.), Media and the restyling of politics: Consumerism, celebrity and cynicism (pp. 151-170). Londra: SAGE Books. https://doi.org/10.4135/9781446216804
Damiano, E. (1990). L’insegnamento come azione. In C. Scurati (comp.), Realtà e forme dell’insegnamento (pp. 23-31). Brescia: La Scuola.
Dejaeghere, Y., Hooghe, M. (2009). Brief report: Citizenship concepts among adolescents. Evidence from a survey among Belgian 16-years-old. Journal of Adolescence, 32(3), pp. 723-732. https://doi.org/10.1016/j.adolescence.2009.01.007
Díaz Matarranz, J. J., Santisteban, A., Cascarejo Garcés, Á. (2013). Medios de comunicación y pensamiento crítico: nuevas formas de interacción social. Alcalá de Henares: Editorial de la Universidad de Alcalá.
Farthing, R. (2010). The politics of youthful antipolitics: representing the ‘issue’ of youth participation in politics. Journal of Youth Studies, 13(2), pp. 181-195. https://doi.org/10.1080/13676260903233696
Haste, H., Hogan, A. (2006). Beyond conventional civic participation, beyond the moral‐political divide: young people and contemporary debates about citizenship. Journal of Moral Education, 35(4), pp. 473-493. https://doi.org/10.1080/03057240601012238
Husfeldt, V., Nikolova, R. (2003). Students’ concepts of democracy. European Educational Research Journal, 2(3), pp. 396-409. https://doi.org/10.2304/eerj.2003.2.3.6
Kennedy, K. J., Hahn, C. L., Lee, W. O. (2008). Constructing citizenship: Comparing the views of students in Australia, Hong Kong, and the United States. Comparative Education Review, 52(1), pp. 53-91. https://doi.org/10.1086/524306
Mattozzi, I. (2012). Insegnare ed apprendere la storia con le Indicazioni. In S. Loiero e M. Spinosi (cur.), Fare scuola con le Indicazioni. Testo e commento. Didattica e spunti operativi (pp. 61-71). Napoli: Giunti e Tecnodid.
Pagès, J. (2009). La educación para la ciudadanía y la enseñanza de la historia: cuando el futuro es la finalidad de la enseñanza del pasado. Reseñas de Enseñanza de la Historia, 6, pp. 71-89. http://relibro.uncoma.edu.ar/index.php/resenas/article/view/3905
Portincasa, A. (2020). La Storia nella scuola. La Scuola nella storia. Novecento. Didattica de la Storia in rete,117.
Sant, E. (2014). What does Political Participation Mean to Spanish Students? Journal of Social Science Education, 13(4), pp. 11-25. https://doi.org/10.2390/jsse-v13-i4-1321
Santisteban, A., González, N., & Pagès, J. (2010). Una investigación sobre la formación del pensamiento histórico. En R. Ávila Ruiz, M. P. Rivero Gracia, P. L. Domínguez Sanz (eds.), Metodología de investigación en Didáctica de las Ciencias Sociales (pp. 115-128). Zaragoza: Fernando el Católico – Diputación de Zaragoza/ AUPDCS.
Zannini, A. (2016). Il manuale di storia nella scuola d’oggi: la parola agli insegnanti. In F. Savorgnan de Brazzà (ed.), Carte e i discepoli : studi in onore di Claudio Griggio (pp. 504-513). Forum. https://doi.org/10.1400/247520
Troisi, F., López Fernández, J. A., & Medina Quintana, S. (2023). Citizenship and the Constitution in History Textbooks. Fifth Year in Classical High Schools: A Case Study. El Futuro Del Pasado, 14, 585–601. https://doi.org/10.14201/fdp.28089
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