Cliffs with memory: historical and social teacher training via climatic and environmental transformations

Cosme Jesús Gómez Carrasco, Pedro Miralles Martínez and Ramón López Facal Cosme Jesús Gómez Carrasco, Pedro Miralles Martínez and Ramón López Facal Handbook of Research on Teacher Education in History and Geography Handbook of Research on Teacher Education in History and Geography Handbook of Research on Teacher Education Cosme Jesús Gómez Carrasco, Pedro Miralles Martínez and Ramón López Facal It is necessary to know the opinions, practices and expectations of teachers in training and in practicing, to improve teacher education programs. This Handdbook addresses the challenges for the profession of teaching of history and geography, who, in several European countries such as Spain and France, share initial training and teaching in both disciplines. Researchers’ contributions have been collected from eight countries. The majority of Spanish universities, eleven, have shared an extensive research project, but have also had the collaboration and participation of researchers from seven other countries: Brazil, Canada, China, Colombia, Portugal, Sweden and the United States. It is about collective work, in a network, rather than the sum of individual contributions. The Author Cosme Jesús Gómez Carrasco is senior lecturer of Social Sciences Education at University of Murcia (Spain). Pedro Miralles Martínez is senior lecturer of Social Sciences Education at University of Murcia (Spain). Ramón López Facal is senior lecturer of Social Sciences Education at University of Santiago de Compostela (Spain). 9783631818978_cvr_eu.indd 1,3 18-Feb-21 17:39:44 Handbook of Research on Teacher Education in History and Geography Cosme Jesús Gómez Carrasco, Pedro Miralles Martínez and Ramón López Facal Handbook of Research on Teacher Education in History and Geography Bibliographic Information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data is available online at http://dnb.d-nb.de. Library of Congress Cataloging-in-Publication Data A CIP catalog record for this book has been applied for at the Library of Congress. This book was funded by some research projects granted by Spanish Ministry of Science and Innovation, Spanish Agency of Research, and FEDER EU funds, grant numbers PGC2018-094491-B-C31, PGC2018-094491-B-C32, PGC2018-094491-B-C33; and “Seneca Foundation. Regional Agency for Science and Technology”, grant numbers 20638/JLI/18 and 20874/PI/18. ISBN 978-3-631-81897-8 (Print) E-ISBN 978-3-631-84838-8 (E-PDF) E-ISBN 978-3-631-84839-5 (EPUB) E-ISBN 978-3-631-84840-1 (MOBI) DOI 10.3726/ b18091 © Peter Lang GmbH Internationaler Verlag der Wissenschaften Berlin 2021 All rights reserved. Peter Lang – Berlin ∙ Bern ∙ Bruxelles ∙ New York ∙ Oxford ∙ Warszawa ∙ Wien All parts of this publication are protected by copyright. Any utilisation outside the strict limits of the copyright law, without the permission of the publisher, is forbidden and liable to prosecution. This applies in particular to reproductions, translations, microfilming, and storage and processing in electronic retrieval systems. This publication has been peer reviewed. www.peterlang.com Acknowledgement This book was funded by some research projects granted by Spanish Ministry of Science and Innovation, Spanish Agency of Research, and FEDER EU funds, grant numbers PGC2018-094491-B-C31, PGC2018-094491-B-C32, PGC2018- 094491-B-C33; and “Seneca Foundation. Regional Agency for Science and Technology”, grant numbers 20638/JLI/18 and 20874/PI/18. Contents Contributors ......................................................................................................... 11 Cosme J.Gómez- Carrasco, Pedro Miralles- Martínez, and Ramón López- Facal Introduction .............................................................................................................. 15 Part I Research approaches in the training of geography and history teachers Victor Arias, Benito Arias, and Jairo Rodríguez- Medina Chapter1 Quantitative research in education ................................................... 35 Jairo Rodríguez Medina and Bartolomé Rubia Avi Chapter2 Mixed methods in education research ............................................. 53 Stéphane Lévesque and Jean- Philippe Croteau Chapter3 Teaching the narrative competence in history education:Lessons from Canada ...................................................... 71 Fredrik Alvén Chapter4 Please let it be a history test with a content Ican handle:How girls and boys perform in the national test in history in Sweden 87 Part II Researches about opinions and perceptions of teachers in initial training and in practising David Parra Monserrat, Xosé Manuel Souto González, and Nancy Palacios Mena Chapter5 The representation of geographical and historical education among teachersin- training:An Ibero- American perspective ... 115 María de la Encarnación Cambil, Esther Jiménez, Mª Montserrat Pastor and Ander Delgado Chapter6 An analysis of the perceptions of trainee Secondary Education teachers on current historiographical trends ................................ 137 Cosme Jesús Gómez Carrasco, Pedro Miralles Martínez and Ramón López Facal Handbook of Research on Teacher Education in History and Geography Bibliographic Information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data is available online at http://dnb.d-nb.de. Library of Congress Cataloging-in-Publication Data A CIP catalog record for this book has been applied for at the Library of Congress. This book was funded by some research projects granted by Spanish Ministry of Science and Innovation, Spanish Agency of Research, and FEDER EU funds, grant numbers PGC2018-094491-B-C31, PGC2018-094491-B-C32, PGC2018-094491-B-C33; and “Seneca Foundation. Regional Agency for Science and Technology”, grant numbers 20638/JLI/18 and 20874/PI/18. ISBN 978-3-631-81897-8 (Print) E-ISBN 978-3-631-84838-8 (E-PDF) E-ISBN 978-3-631-84839-5 (EPUB) E-ISBN 978-3-631-84840-1 (MOBI) DOI 10.3726/ b18091 © Peter Lang GmbH Internationaler Verlag der Wissenschaften Berlin 2021 All rights reserved. Peter Lang – Berlin ∙ Bern ∙ Bruxelles ∙ New York ∙ Oxford ∙ Warszawa ∙ Wien All parts of this publication are protected by copyright. Any utilisation outside the strict limits of the copyright law, without the permission of the publisher, is forbidden and liable to prosecution. This applies in particular to reproductions, translations, microfilming, and storage and processing in electronic retrieval systems. This publication has been peer reviewed. www.peterlang.com Acknowledgement This book was funded by some research projects granted by Spanish Ministry of Science and Innovation, Spanish Agency of Research, and FEDER EU funds, grant numbers PGC2018-094491-B-C31, PGC2018-094491-B-C32, PGC2018- 094491-B-C33; and “Seneca Foundation. Regional Agency for Science and Technology”, grant numbers 20638/JLI/18 and 20874/PI/18. Cliffs with memory 335 took place in a colder environment in which the coastline would have had a different morphology. This makes it possible to understand the context of other archaeological spaces (Blanco- Chao etal., 2020). Noting the relationship between climate change and landscape makes it possible to transform a consolidated idea:nonindustrialised societies of the past which did not pollute on a large scale were not affected by climate change. This can be refuted by discovering that this settlement experienced the Roman Warm Period and its effect on the sea level (Tallón- Armada etal., 2017), which, similar to the present level, would have made the hillfort difficult to live in. A renewed perspective on this issue makes it possible to address it in the classroom from the parameters of a meaningful educational approach in order to understand social thinking which interweaves the past, the present and the future (Israel, 2012; Santisteban- Fernández, González- Monfort, Pagès- Blanch, 2020). Fig.3: Reflecting on this cave (Fonforrón beach- Porto do Son). It existed in the previous interglacial. It was fossilized in the glacial stage and in the current (Holocene) has been newly discovered Domínguez-Almansa, Andrés etal.336 In general, primary schoolchildren are introduced to historical knowledge by way of a graph of historical periods with no chronological proportionality. In a relaxed atmosphere (Hassinger- Das etal., 2017), and using 24 steps which represent the hours of one day, the temporal dimension of each period is visualised and compared, incorporating climate change as a historical determinant (Fig.6). This issue is dealt with in research which combines documentation from the fields of history and the Earth sciences (Diamond, 2005; Brooke, 2014; Blom, 2017). By combining these documents (Fig.7) as a resource of great educational value (Bardsley, Bardsley, 2007), and the information recorded in the deposits, 7 6 5 4 3 2 1 0 750 650 Prof. (cm) Prof. (m) CAAMANO-Sc ~ Holocen Eemian Tardiglaciar Upper Pleniglaciar Middle Pleniglaciar CAAMANO CENTRO ~ 400 250 100 0 8 7 6 5 4 3 2 1 0 805 610 Prof. (cm) Prof. (m) 395 295 100 75 30 0 Fig.4: Reconstruction of the levels identified in the edaphosedimentary deposits. (Figure made byM. Costa- Casais) Cliffs with memory 337 a route is traced from the huntergatherers of the long Ice Age to the short warm time period of the contemporary world. This route passes through times of great climatic change, which generated the presentday climates and brought about agriculture, and a succession of climatic isolations which accompanied the Fig.5: Hillfort of Baroña (Porto do Son) Fig.6: Historical time and climate in history Domínguez-Almansa, Andrés etal.338 traditional stages of humanity. Along period dominated by agrarian activity is reflected upon, in which the need for climate stability brought about both joy and fear, giving rise to rituals and customs (Rodríguez Plasencia, 2013), transmitted by memory, which have come down to us today under the veil of Christianity. It is necessary to approach this issue in schools from the perspective of new intellectual and critical paradigms. The contemporary world has developed up to the present moment during a growing warm period. Current research identifies this as a process of acceleration of global warming brought about by human influence. Indeed, scientists from different fields admit that we are already in a new stage, the Anthropocene (Crutzen, Stoermer, 2000). In order to discuss the didactics of climate change as a problem of the present, in addition to giving value to the past, it is necessary to: – Be aware that we are arriving towards the end of an interglacial stage which is characterised by a natural process of accentuation of warming (Hodzic, Kennedy, 2019). This makes it possible to reflect on the true dimension of human influence, which has never before been present. – Discover evidence (Veettil, Kamp, 2019). Without resorting to overused places, by comparing the same deposit twenty years ago and at the present time, it can be appreciated that it is being covered by vegetation, a Fig.7: Document to reflect on the Little Ice Age (approx. 1570– 1700) Cliffs with memory 339 phenomenon associated to warming which can also be observed in dune systems (Jackson etal., 2019). – Associate the problem to fundamental issues search as the culture of coal (Nordhaus, 2013)and economic growth. Regarding this aspect, the effectiveness of resorting to works which bring together rigour and dissemination is appreciated. In this case, Higgs (2015) shows how the investor of today does not make the most of the growth of yesterday. An individualism which preys upon resources and the planet itself imposes itself as an ideology. – Propose the necessity of integrating climate change into education for environmental and human sustainability (Bangay, Blum, 2010; Collins, Genet, Christian, 2013). It is essential to integrate primary schoolchildren who can take in the aspects dealt with here and those who, at an early age, are educated in the responsibility of building a more sustainable society. It is necessary to exemplify this by way of real experiments carried out in schools. – Return to the past in order to confer educational value upon the knowledge of cultures capable of generating sustainable spaces (UNESCO, 2016)and to seek educational paths which avoid the fictitious dissociation between the human race and nature. From an educational perspective of a critical nature, it is of value to project these learnings towards the future (Estepa- Giménez, Martín- Cáceres, 2020). The memory stored both in edaphosedimentary deposits and in other environmental records makes it possible to know that an interglacial period is followed by another glacial period. If we are at the end of an interglacial period, what hypotheses should teacher training consolidate? Two possible scenarios should be reflected upon, always debatable and controversial as scientific hypotheses and their social projection. 1) Induced global warming changes the natural dynamics of the climate (Mann, Kump, 2016). This would suppose an uncertain prolongation of the interglacial period and warming with consequences for the environment and humans. Thus, the thawing of the North Pole would reveal an infinity of resources which would ruin what, in recent decades, seems to have been the least violent period in the history of humanity (Pinker, 2011). It could also reveal viruses and bacteria of unpredictable consequences (Malavin etal., 2020). 2) The rise of the temperature would imply a rapid acceleration of thawing. That great quantity of freshwater would alter the marine currents, which regulate the climate, and it would accelerate the arrival of the new Ice Age. If these predictions, quite refuted (Waver, Hillaire- Marcel, 2004), Domínguez-Almansa, Andrés etal.340 would finally occurred, they would cause problems of adaptation for a massified society, the inhabitants of which can no longer be described as huntergatherers Working on climate change with trainee teachers is a way of conveying the need to approach a critical teaching method in the age in which they have to live. Inasmuch as they assume this method and put it into practice, natural climate change will not be avoided, but it could be avoided that a dominant ideology, based on growth and taken as unquestionable truth, defeates science, which would lead to the disappearance of critical thinking with the ability to reflect on the consequences of forcing natural dynamics or to prevent an adequate adaptation to these. Objectives To analyse: 1. To what extent trainee teachers understands the environmental records of the past and value those which exist in their surroundings. 2. The cognitive and civic competences acquired in the learning process, paying attention to the capacity of relating the past, the present and the future. 3. How this knowledge can be valued for their professional practice. 4. Their capacity for approaching educational designs so that primary schoolchildren can discover, know, give meaning to, and even disseminate the problem of climate change. Method This research is framed within the qualitative tradition (Flick, 2007)and interpretive research (Erickson, 1989). It is an inductive and bounded study which integrates the ethnographic method and the case study (Denzin & Lincoln, 2005). It is based on an educational action and its feedback carried out over three academic years (2016/ 2017; 2018/ 2019; 2019/ 2020) in the area of the teaching of the social sciences in a primary education teacher training degree (University of Santiago de Compostela– Lugo Campus). 191 students (n=191) took part in the study after receiving training in heritage and placebased education in the previous year. They also expressed their interests in dealing with the issue of climate change. At the end of the educational action, they were asked to produce empirical materials in order to approach this research:free individual reflections (n=191) and educational designs produced in groups (n=25) in order to put their learning into practice. Cliffs with memory 341 The data were treated in an aggregate and holistic manner and were analysed by way of the method of constant comparisons (Glaser & Strauss, 1967), observing the ideas reiterated in the reflections and the group work. They were categorised into several sections and key ideas (Tab. 1) ascribing textual quotes to each one of them in order to exemplify them. The quotes of the reflections are identified taking account the student and the academic year (e.g.:St1:2017/ 2018), the designs, work and academic year (e.g.:D1:2017/ 2018). Results Individual reflections 1. A high degree of consideration for the deposits. a) They are valued for being the source of appreciated knowledge and are considered as an example of interdisciplinarity: [...] They are an extremely good tool for learning about the history of the Earth [...] (St4:2018/ 2019); The discovery of these deposits made me change my way of seeing the coast [...] (St3:2018/ 2019); Getting to know them close up [...] now Iunderstand Tab. 1: Sections and key ideas Individual reflections Group designs 1. Evaluation of the deposits 1. Discovering the deposits – Acquisition of knowledge and interdisciplinarity – Association of heritage, identity, preservation – Benefits for professional training – Teaching the memor y of the Earth – Promoting their value 2. Anew understanding of climate change 2. Giving meaning and offering contents for working on climate change – A different approach to geography and history – Connection between past, present, future – A critical and civic dimension – Alternative procedures – Introducing time and space – A presentday problem 3. Teaching for climate change 3. The vocation of dissemination – The importance of the surroundings – Cognitive learning – Critical education with social impact – Pupils as agents of change Authors’ own work Domínguez-Almansa, Andrés etal.342 that they are archives of time [...] every climatic change undergone by our planet can be seen reflected in them [...] (St10:2016/ 2017); [...] they are of great interdisciplinary value [...] (St10:2019/ 2020); [...] They can be included in different subjects [...] from the social sciences it could be discovered that they are archives of time [...] in which climatic changes, variations of the sea, and even anthropic activity are reflected [...] from the natural sciences the composition of these natural elements could be studied (St10:2018/ 2019). b) They are seen has being a heritage asset, a symbol of identity and a space to be preserved: [...] due to the information which they provide us with [...] they should be declared as heritage (St10:2016/ 2017); [...] they are part of our natural heritage [...] (St45:2018/ 2019); They are more than a heritage asset [...] they should be declared as a world heritage site [...] (St3:2029/ 2020); They are unique and make [...] the Galician coast unique [...] (St10:2028/ 2019); Galicia is full of deposits [...] part of our heritage [...] of our identity [...] of our history [...] it is our obligation to preserve them, to take care of them and to value them as they deserve [...] (St7:2019/ 2020); They are an incredibly important part of our landscape [...] They confer both culture and beauty on our surroundings. They are a symbol of our identity which we must look after and value [...] (St5:2019/ 2020). c) They are associated with the improvement of their professional training: They are an important source of information which we must protect and study [...] (St10:2018/ 2019); [...] it has contributed to both my personal and professional training [...] (St2:2018/ 2019); Having knowledge of something so important gives meaning to the role of teachers (St5:2016/ 2017); [...] this should be a fundamental aspect in primary education [...] (St5:2028/ 2019); At no point in all of my education did Iever hear anything about them. Therefore, Ibelieve that it is important to teach what they are in primary education…and what they hide inside them (St54:2019/ 2020); The more knowledge we accumulate about the deposits, the more reference points we will have in order to propose significant teaching [...] (St59:2019/ 2020). 2. A new understanding of climate change. a) A different approach to focusing on geography and history is highlighted: [...] the issue we dealt with last year about the hidden memory of the Spanish Civil War is related in that [...] both things are unknown by the population [...] (St9:2018/ 2019); [...] a fact of great relevance in the 21st century [...] we are talking about our own survival on the Earth [...] (St8:2016/ 2017); [...] knowing about the Earth throughout time [...] what climatic changes were like, the variations in the sea [...] (St45:2019/ 2020); it is important not to [...] forget issues like this [...] to go on maintaining the memory of everything that is alive on the planet (St50:2019/ 2020); [...] it is extremely important to work on these issues [...] on climate change [...] our ancestors [...] on Cliffs with memory 343 different stages of history (St81:2019/ 2020); [...] it is related with geology [...] history [...] what climate there was, what resources there were [...] (St43:2018/ 2019). b) Presentism is abandoned, and climate change is reflected upon paying attention to the past, the present and the future: [...] how the landscape changed [...] the natural processes which took place [...] and those which will take place (St6:2019/ 2020); [...] civilisations evolve or disappear depending upon climate. Favourable climatic conditions facilitate the development of life and its prosperity [...] adverse climatic conditions often lead to wars, conflicts and other human catastrophes (St20:2019/ 2020); [...] on the one hand, it is a natural phenomenon [...] and, on the other, human [...] the impact of which began with the Industrial Revolution, accelerating the natural process [...] we worsened the consequences (St20:2019/ 2020); [...] the climate affects human beings a great deal [...] the rise in temperatures brought about droughts [...] a lack of food, conflicts [...] climatic migrations [...] in our days (St81:2019/ 2020). c) A critical and civic dimension is assumed when approaching problematic issues: [...] our industrialised society is worried more about economic profits than [...] the transformation of natural areas (St8:2018/ 2019); [...] we all need to be responsible, as it is we who are causing this climate change (St14:2019/ 2020); [...] a consumer society [...] helps to destroy the landscape [...] it is necessary to raise awareness and to transform this into habits (St37:2019/ 2020); [...] global warming is a contemporary issue [...] we could reflect on what is happening (St39:2018/ 2019); [...] instilling the importance of the natural world [...] the critical situation of the abandonment and mistreatment of the landscape [...] we must recover it and seek solutions…particularly among younger people [...] (St42:2018/ 2019). 3. The appropriation of climate change for teaching. a) The idea of teaching linked to the surrounding area is defended: [...] teaching them history by way of everyday items which they possibly do not know about [...] outside of the textbooks (St1:2019/ 2020); [...] seeking points of reference in the local environment (St6:2016/ 2017); it would be good [...] to visit historical places (St7:2019/ 2020); [...] educational excursions [...] we should be interested in what we often have around us [...] (St59:2019/ 2020); [...] we underestimate our own resources and possibilities in the surrounding area [...] (St61:2019/ 2020); Iwould organise excursions [...] a closer perspective [...] not studying merely from a textbook [...] giving value to what surrounds us [...] (St12:2018/ 2019). b) The cognitive and emotional dimension is appreciated in learning about climate change: [...] along with the science and the documentation, we can come to learn many things about the past, such as our evolution or that of our planet (St20:2019/ 2020); Domínguez-Almansa, Andrés etal.344 The classroom [...] is the starting point for dealing with the variations in temperature which have taken place over time [...] human activity is bringing about an increase in the speed of the changes [...] (St34:2019/ 2020); [...] so that the pupils can see that nature belongs to them, to make them feel that the coasts, the cliffs and the seas belong to them, so that they are “moved” when they see an ecological catastrophe [...] (St15:2019/ 2020); [...] in order to achieve significant learning, to excite the pupils so that they want to learn more (St21:2018/ 2019). c) They are committed to a critical model of teaching with a social impact: [...] we should encourage our pupils to feel responsible for its care and to fight for it [...] (St5:2018/ 2019); [...] we should be active and critical subjects [...] in order to transmit these things to the children in the future (St8:2016/ 2017); [...] we attempt to go further by speaking about related issues, seeking to create a social consciousness in the children [...] (St15:2019/ 2020); [...] increasing awareness and participation among the children [...] to improve the quality of education (St13:2016/ 2017); Critical thinking is an essential skill [...] ask for solutions, moving away from the mere transmission of knowledge (St11:2019/ 2020). Group designs 1. A commitment to the discovery and appreciation of the deposits. a) They are shown to be archives of the memory of the Earth: All of the designs (n=25) present the edaphosedimentary deposits as discovery. They relate the layers with geological and human history. [...] a model which will represent layers of sediments in different colours [...] (D8:2018/ 2919); [...] they will be given a “puzzle” of a piece of cake [...] they can see the different layers [...] each layer has a climatic period written on it [...] (D1:2016/ 2017); [...] an urn with materials [...] salt, coloured chalk, stones of different sizes [...] (D11:2018/ 2019). b) Educational activities are approached: All of them do so (n=25). Excursions are employed (n=19) in order to generate interest. The participation of specialists is valued (n=8) and collaborative research is encouraged (n=6) along with comparative research with publicly recognised places(n=2). 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