Publication: The conceptions of Spanish and Colombian students regarding processes of historical reconciliation
Authors
Ibagón Martin, Nilson Javier ; Miralles Martínez, Pedro
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Publisher
Frontiers
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DOI
https://doi.org/10.3389/feduc.2024.1288270
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info:eu-repo/semantics/article
Description
©2024. The authors. This document is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
This document is the published version of a Published Work that appeared in final form in Frontiers in Education. To access the final edited and published work see https://doi.org/10.3389/feduc.2024.1288270
Abstract
In the field of history education research, the analysis of the construction,
circulation and appropriation of controversial and difficult histories has become a particularly relevant issue. Based on this line of research, the present study seeks to analyze the historical judgments of Spanish and Colombian students regarding processes of historical reconciliation, linked to situations of a controversial and difficult nature. To achieve this objective, a quantitative, nonexperimental, survey-based design was employed. A total of 648 Spanish and 764 Colombian students from schools located in the cities of Murcia (Spain) and Bogotá (Colombia) participated by answering a closed questionnaire. The results show that ethical judgments on controversial issues, established on what is considered to be politically correct, are more frequent when the problem being evaluated is situated in a frame of reference external to questions of national belonging. However, such judgments tend to decrease, or assume a neutral standpoint, when the controversial issue is related to the individual’s own sense of identity. Thus, it is clear that the learning of difficult and controversial historical issues is not only built on a cognitive dimension. It is also supported by political, ethical and aesthetic dimensions, leading to the processes of making and receiving historical judgments being even more complex.
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Citation
Frontiers in Education, Vol. 9:1288270
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