HOW DO CATALAN STUDENTS NARRATE THE HISTORY OF CATALONIA WHEN THEY FINISH PRIMARY EDUCATION?/DE QUELLE MANIÈRE LES ÉTUDIANTS CATALANS RACONTENT-ILS L'HISTOIRE DE LA CATALOGNE UNE FOIS LEURS ÉTUDES PRIMAIRES COMPLÉTÉES ?

In this article we analyze how a group of Catalan students (aged 11-13, N = 245) narrate the history of Catalonia and we compare their narratives with the official Catalan narrative. From an interpretative approach, we collect data by requiring the students to write down what they remember about the...

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Bibliographic Details
Published inMcGill journal of education Vol. 50; no. 2/3; p. 341
Main Authors Sant, Edda, González-Monfort, Neus, Fernández, Antoni Santisteban, Blanch, Joan Pagès, Freixa, Montserrat Oller
Format Journal Article
LanguageEnglish
French
Published Montreal McGill Journal of Education 01.04.2015
Subjects
Content analysis
Core curriculum
Deconstruction
Educational Research
History education
History Instruction
Learning
Narratives
Primary Education
Students
Teaching Methods
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Summary:In this article we analyze how a group of Catalan students (aged 11-13, N = 245) narrate the history of Catalonia and we compare their narratives with the official Catalan narrative. From an interpretative approach, we collect data by requiring the students to write down what they remember about the history of Catalonia. The research is conducted by means of narrative analysis and normative content analysis. Our results suggest that most students' narratives are similar to the official narrative in terms of the main characters and events selected and follow the patriotic national narrative by highlighting the relevance of Catalan national symbols. We discuss the implications of this patriotic national narrative in Catalonia and elsewhere, and we propose replacing patriotic national narratives with humanistic world history narratives.
ISSN:1916-0666