Epistemological Obstacles to Social Studies Education
Castellví Mata, Jordi (Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura i de les Ciències Socials)

Data:	2024
Descripció:	9 pàg.
Resum:	This article explores the role of discursive practices and epistemological obstacles in shaping educational knowledge and power dynamics within schools. Drawing on critical pedagogy and the works of McLaren, Foucault, Gramsci, and Bachelard, it examines how schools act as sites where hegemonic Discourses are either reproduced or resisted. Discourses, understood as integrated social practices encompassing language, actions, beliefs, and values, deeply influence how students form their social representations of the world. The article highlights the need for educators to challenge traditional curricular theories that prioritize technical knowledge, often presented as neutral, while masking underlying power relations. Through the analysis of Bachelard's epistemological obstacles, such as simplification, generalization, and depersonalization, the article discusses how these barriers impede students' ability to critically engage with complex social phenomena. Multiperspectivity is proposed as a key educational approach to foster critical thinking and empower students to challenge social injustices. The discussion calls for systemic educational reforms, emphasizing the importance of teacher training that encourages the identification and questioning of dominant ideologies. By adopting a critical, social justice-oriented pedagogy, educators can help students not only understand but also transform their social realities, promoting an equitable and democratic educational environment.
Ajuts:	Ministerio de Ciencia e Innovación PID2019-107383RB-I00
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Discursive practices ; Hegemonic discourse ; Critical pedagogy
Publicat a:	Trends in higher education, Num. 3 (2024) , p. 1072-1080, ISSN 2813-4346

DOI: 10.3390/higheredu3040062

9 p, 255.8 KB

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