El futuro de la educación cívica. Entrevista con Keith C. Barton

Verónica Pardo Quiles

doi:10.6018/pantarei.664671

Autores/as

Verónica Pardo Quiles Universidad de Murcia https://orcid.org/0000-0003-4375-7970

DOI: https://doi.org/10.6018/pantarei.664671

Palabras clave: Educación ciudadana, Ciencias Sociales, Justicia social

Agencias de apoyo

Ministerio de Universidades para la Formación de Profesorado Universitario.

Resumen

En esta entrevista al investigador estadounidense Keith Barton se ofrece una reflexión crítica sobre la enseñanza de las ciencias sociales y la educación cívica en las últimas décadas. Barton, autor de Teaching History for the Common Good y Curriculum for Justice and Harmony, entre otros libros de gran calado, aboga por una educación centrada en la acción, la justicia y la esperanza, defendiendo un modelo que prepare a los estudiantes para transformar el mundo.

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Citas

Barton, K. C., & Levstik, L. S. (1996). “Back when God was around and everything”: The development of children’s understanding of historical time. American Educational Research Journal, 33, 419-454.

Barton, K. C. (1997a). “I just kinda know”: Elementary students’ ideas about historical evidence. Theory & Research in Social Education, 25, 407-430.

Barton, K. C. (1997b). “Good cooks and washers”: Slave hiring, domestic labor, and the market in Bourbon County, Kentucky. Journal of American History, 84, 436-460.

Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Lawrence Erlbaum Associates.

Barton, K. C., & Ho, L. C. (2022). Curriculum for justice and harmony: Deliberation, knowledge, and action in social and civic education. Routledge

Barton, K. C. (2024). Can we teach a hopeful history? Teaching History, 58(4), 9-12.

Donaldson, M. (1978). Children's minds. Fontana Press.

Ho, L. C., & Barton, K. C. (2024). Centering Hope in Social Studies Education. Social Education, 88(6), 334-340.

Levstik, L. S., & Barton, K. C. (1996). “They still use some of their past”: Historical salience in children’s chronological thinking. Journal of Curriculum Studies, 28, 531-576.

Levstik, L. S., & Barton, K. C. (1997). Doing history: investigating with children in elementary and middle schools (First edition). L. Erlbaum Associates.

Washington, E. Y., & Barton, K. C. (Eds.). (2025). The Future of Civic Education: Rebuilding a Democracy in Ruins. Routledge.

Wertsch, J. V. (1998). Mind as action. Oxford: Oxford University Press.

Annex: publications of Keith C. Barton

Books

Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Routledge.

Barton, K. C. (Ed.) (2006). Research methods in social studies education: Contemporary issues and perspectives. Information Age Publishing.

Barton, K. C., & Ho, L. C. (2022). Curriculum for justice and harmony: Deliberation, knowledge, and action in social and civic education. Routledge.

Levstik, L. S., & Barton, K. C. (2008). Researching history education: Theory, method, and context. Routledge.

Levstik, L. S., & Barton, K. C. (2023). Doing history: Investigating with children in elementary and middle schools. (6th ed.) Routledge.

Washington, E. Y., & Barton, K. C. (Eds.) (2025). The future of civic education: Rebuilding a democracy in ruins. Routledge.

Book chapters

Barton, K. C. (2009). The denial of desire: How to make history education meaningless. In L. Symcox & A. Wilschut (Eds.), National history standards: The problem of the canon and the future of teaching history (pp. 265-282). Information Age Publishing.

Barton, K. C. (2012). School history as a resource for constructing identities: Implications of research from the United States, Northern Ireland, and New Zealand. In M. Carretero, M. Asensio, & M. Rodríguez-Moneo (Eds.), History education and the construction of national identities (pp. 93-107). Information Age Publishing

Barton, K. C. (2014). Legacies of the Chat-N-Nibble. In C. Woyshner (ed.), Leaders in educational studies: Social Studies. Sense Publishers.

Barton, K. C. (2015). Reconsidering religion in the curriculum. In J. H. James (Ed.), Religion in the classroom: Dilemmas for democratic education (pp. 67-78). Routledge.

Barton, K. C., & Avery, P. G. (2016). Research on social studies education: Diverse students, settings, and methods. In Bell, C. A., & Gitomer, D. (Eds.), Handbook of research on teaching (5th ed.) (pp. 985-1038). American Educational Research Association.

Barton, K. C., & Avery, P. G. (2017). Exemplars from the field of social studies education research. In Manfra, M. M., & Bolick, C. M. (Eds.), The Wiley handbook of social studies research (pp. 168-188). John Wiley & Sons, Inc.

Barton, K. C. (2017). Shared principles in history and social studies education. In M. Carretero, M. Grever, & S. Berger (Eds.), Palgrave handbook of research in historical culture and education (pp. 449-467). Palgrave Macmillan.

Barton, K. C. (2019). Teaching difficult histories: The need for a dynamic research tradition. In M. Gross & L. Terra (Eds.), Teaching and learning the difficult past: Comparative perspectives (pp. 11-25). Routledge.

Barton, K. C. (2022). Schematic templates and diverse populations in the United States: Narrative limitations in young people’s understanding. In I. B. de Luna & F. van Alphen (Eds.), Reproducing, rethinking, resisting national narratives. A sociocultural approach to schematic narrative templates in times of nationalism (pp. 79-95). Information Age.

Barton, K. C. (2022). How history teaching may perpetuate misconceptions about historical agency. In G. Cassar & Y. Vella (Eds.), History teaching & research: bridging the theory/practice divide. Volume 4 (pp. 74-87). L-Università ta’ Malta and History Teachers Association (Malta).

Barton, K. C. (2023). Learning in history and social studies. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds). International Encyclopedia of Education (4th ed.). Volume 6. (pp. 315-320). Elsevier.

Barton, K. C. (2024). Separating rights and responsibilities. In B. Mallon, F. Waldron, and C. Ní Cassaithe (Eds.), Pushing the boundaries of Human Rights Education: Concepts, challenges and contexts (pp. 15-31). Routledge.

Seow, T., Barton, K. C., & Ho, L. C. (in press). Empathy and compassion in geography education. In J. Mitchell & S. Bednarz, Handbook of geography education. Springer.

Articles in Refereed Journals (national and international)

Barton, K. C. (2001). “You’d be wanting to know about the past”: Social contexts of children’s historical understanding in Northern Ireland and the United States. Comparative Education, 37, 89-106.

Barton, K. C. (2001). A sociocultural perspective on children’s understanding of historical change: Comparative findings from Northern Ireland & the United States. American Educational Research Journal, 38, 881-913.

Barton, K. C. (2002). “Oh, that’s a tricky piece!”: Children, mediated action, and the tools of historical time. Elementary School Journal, 103, 161-185.

Barton, K. C., & McCully, A. W. (2005). History, identity, and the school curriculum in Northern Ireland: An empirical study of secondary students’ ideas and perspectives. Journal of Curriculum Studies, 37, 85-116.

Barton, K. C., & McCully, A. W. (2009). When history teaching really matters—Understanding the impact of school intervention on students’ neighbourhood learning in Northern Ireland. International Journal of Historical Learning, Teaching and Research, 8, 28-46.

Barton, K. C., & McCully, A. W. (2010). “You can form your own point of view”: Internally persuasive discourse in Northern Ireland students’ encounters with history. Teachers College Record, 112, 142-181.

Barton, K. C., & McCully, A. W. (2012). Trying to “see things differently”: Northern Ireland students’ struggle to understand alternative historical perspectives. Theory & Research in Social Education, 40, 371-408.

Barton, K. C. (2012). Agency, choice and historical action: How history teaching can help students think about democratic decision making. Citizenship Teaching and Learning, 7, 131-142.

Barton, K. C. (2015). Elicitation techniques: Getting people to talk about things they don’t usually talk about. Theory & Research in Social Education, 43, 179-205.

Barton, K. C. (2015). Young adolescents’ positioning of human rights: Findings from Colombia, Northern Ireland, Republic of Ireland, and the United States. Research in Comparative and International Education, 10, 48-70.

Barton, K. C. (2020). Students’ understanding of institutional practices: The missing dimension in human rights education. American Educational Research Journal, 57, 188-217. https://doi.org/10.3102/0002831219849871

Barton, K. C., & Ho, L. C. (2020). Cultivating sprouts of benevolence: A foundational principle for curriculum in civic and multicultural education. Multicultural Education Review, 12(3), 157-176. https://doi.org/10.1080/2005615X.2020.1808928

Barton, K. C. (2024). Knowledge without disciplines: A critique of social realism’s disciplinary fixation. Journal of Curriculum Studies 56(3), 235–245. https://doi.org/10.1080/00220272.2024.2328058

Ho, L. C., & Barton, K. C. (2020). Preparation for civil society: A necessary element of curriculum for social justice. Theory & Research in Social Education, 48(4), 471-491. https://doi.org/10.1080/00933104.2020.1763880

Ho, L. C., & Barton, K. C. (2022). Critical harmony: A goal for deliberative civic education. Journal of Moral Education, 51(2), 276-291. https://doi.org/10.1080/03057240.2020.1847053

Thornton, S. J., & Barton, K. C. (2010). Can history stand alone? Drawbacks and blind spots of a “disciplinary” curriculum. Teachers College Record, 112, 2471-2495.

Other publications

Barton, K. C. (2010). Investigación sobre las ideas de los estudiantes acerca de la historia. Revista Enseñanza de las Ciencias Sociales, 9, 97-113.

Barton, K. C. (2018). Historical sources in the classroom: Purpose and use. HSSE Online: Research and Practice in Humanities and Social Studies Education,7(2). http://www.hsseonline.edu.sg/journal/volume-7-issue-2-2018/historical-sources-classroom-purpose-and-use

Barton, K. C. (2019). What should we teach about human rights? Implications from international research. Social Education, 83, 212-216.

Barton, K. C. (2021). Agencia, elección y acción histórica: cómo la enseñanza de la historia puede ayudar a los estudiantes a pensar en la toma de decisiones democráticas. Revista Paraguaya de Historia, 3(2), 25-46. (Original work published 2012.)

Barton, K. C., & Ho., L. C. (2023). Collaborative deliberation in the classroom. Phi Delta Kappan, 104(5), 44-49. https://doi.org/10.1177/00317217231156229