000163750 001__ 163750
000163750 005__ 20251030150827.0
000163750 0247_ $$2doi$$a10.17497/tuhed.1727443
000163750 0248_ $$2sideral$$a145803
000163750 037__ $$aART-2025-145803
000163750 041__ $$aeng
000163750 100__ $$0(orcid)0000-0002-0017-9261$$aPiazuelo-Rodríguez, Ismael$$uUniversidad de Zaragoza
000163750 245__ $$aTeaching history from an intercultural perspective: an action research study
000163750 260__ $$c2025
000163750 5060_ $$aAccess copy available to the general public$$fUnrestricted
000163750 5203_ $$aThis study explores how teaching history through an intercultural lens can foster critical thinking, empathy, and inclusion among students in increasingly diverse classrooms. Conducted in a secondary school in Zaragoza, Spain—where nearly half of the students have foreign backgrounds—the research introduces an educational unit on Ancient Rome. The unit aimed to integrate active learning methodologies with concepts of interculturality, connecting historical content with students’ real-life experiences. Grounded in current educational theory and Spanish legislative frameworks (LOMCE and LOMLOE), the project designed lessons that combine traditional teaching with cooperative, game-based, and project-based learning. The approach emphasized meta-concepts like historical empathy, continuity and change, multiperspectivity, and, notably, interculturality. This last concept was key to helping students understand the complexity of past societies and their relevance to today’s multicultural realities. The study involved 18 students of diverse cultural, ethnic, and religious backgrounds and used interviews and focus groups to evaluate outcomes. Results demonstrated that students developed a more nuanced understanding of Ancient Rome—not only as a historical civilization but also as a multicultural society. They drew parallels between Roman religious tolerance and contemporary cultural diversity, questioned social inequalities such as slavery and gender roles, and reflected on how historical narratives shape present identities. By emphasizing inclusive narratives and active participation, the teaching unit promoted historical thinking and civic engagement. The study concludes that incorporating intercultural perspectives in history education is not just a pedagogical innovation but a necessity in plural societies. It recommends that teachers adapt curricula to reflect diverse identities and equip students with the tools to critically interpret the past and actively contribute to a democratic, inclusive future.
000163750 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S50-23R$$9info:eu-repo/grantAgreement/ES/MICINN/PID2020-115288RB-I00
000163750 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttps://creativecommons.org/licenses/by-nc/4.0/deed.es
000163750 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000163750 700__ $$0(orcid)0000-0002-6757-7598$$aRivero-Gracia, Pilar$$uUniversidad de Zaragoza
000163750 7102_ $$14013$$2210$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Socia.
000163750 773__ $$g14, 2 (2025), 123-137$$tTurkish History Education Journal$$x2147-4516
000163750 8564_ $$s522144$$uhttps://zaguan.unizar.es/record/163750/files/texto_completo.pdf$$yVersión publicada
000163750 8564_ $$s2165715$$uhttps://zaguan.unizar.es/record/163750/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
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000163750 951__ $$a2025-10-30-14:40:14
000163750 980__ $$aARTICLE