Social and Education History

Myths and Realities in Education: Exploring the relationship Between Schools, Museums, and Teacher Education

Laura Lucas-Palacios — 2025-02-21

This study has been carried out with the purpose of exploring the perceptions that teachers in initial training have of museums as educational spaces where they can implement transformative and significant didactic activities. For this purpose, a before-after intervention study was carried out without a control group using two questionnaires as an instrument for collecting information that were given to 224 students enrolled in the Degrees in Early Childhood and Primary Education. The analysis is structured in two phases, one of a descriptive-comparative type that allows us to discover the changes or permanences that occur between the pretest and posttest variables; and another factorial type, to know the latent relationships between items. Without seeking a generalization of the results, the study shows that teachers in initial training consider museums as a valuable resource to connect curricular content with the sociocultural environment. Evidence of the disconnection between both institutions (museum and school) is also obtained, posing different methodological approaches in practice.

Models of Masculinity in Children's Books and Electronic Prehistoric Resources

Alberto San-Martín — 2025-02-21

Prehistoric children's books (PCB) and electronic prehistoric resources (EPR) are educational tools frequently used in the classroom. Although gender stereotypes and the presence/absence of male and female characters in these formats have been studied, there are still no specific studies addressing the representation of masculinity in these resources. The main objective of this study is to analyze the models of masculinity in the iconographic representations of a sample of PCB (n=5) and EPR (n=2). To achieve this, a categorical instrument is constructed, with the aim of replicability, using a priori data from a thorough and systematic review of the literature and emerging data from the sample. From a socio-critical approach with a feminist perspective and the principles of critical visual literacy, a mixed method is followed. On the one hand, qualitative descriptive and on the other quantitative descriptive statistical. The results indicate the widespread presence of the hegemonic masculinity model, hindering the didactic transposition of recent advances in prehistory and archaeology that emphasize the necessary collaboration between sexes as part of the same community, where maintenance and caregiving tasks were essential for life and survival.

Jazz and Foreign Art in the Press: A Socio-Historical Study of Cultural Propaganda in Francoism

Cristina López-Hidalgo — 2025-02-21

This article deals with a socio-historical investigation of how art, in general, was used as propaganda for the naturalisation of the transition, where cinema and music were manifestations that were directly related to the ideological projections of the regime. The aim is to show, specifically, the entry of jazz as a subversive, popular and free tool in Spain during the early Franco regime. Methodologically, the analysis of the press shows how, with the arrival of the Second World War, a paradigm shift began to take place on the basis of the cultural propaganda of the time. The relevant results highlight how jazz played a significant role in the Spanish context within the framework of the restrictions imposed by the regime's biopolitics. In conclusion, jazz was a medium for Franco's propaganda, initially by banning and censoring it on the model of Nazi Germany and, later, by allowing and programming it to show Spain's modernity and openness to the United States of America, becoming, in this respect, an omnipresent tool in the music scene of the 1940s, thus setting itself apart from the confines of music.

Socials Theories of Hate: Geopolitical Analysis and Pedagogical Approaches

Pilar Rios-Campos — 2025-02-21

In this article, we review the main theoretical approaches to visualize how hate has been theorized from the early twentieth century to the present. Our aim is to explore the main theories and perspectives on hate, to visualize how these approaches have been presented by different thinkers who have tried to understand and explain these complex phenomena. We also intend to show how current pedagogies are developing proposals along the lines of those hate theorists' approaches, such as responsible cultural education, feminist, and even the pedagogy of nonconformity or punk rock. By combining sociological theories with pedagogical approaches, it is possible to develop a deeper understanding of hatred and to observe what effective strategies are currently being developed to combat and prevent it in the educational context.