Students’ Social Representations of Forced Migration as a Relevant Social Problem and Its Curricular Inclusion at the End of Primary School

The purpose of this paper is to assess students’ social representations of forced migration as a relevant social problem in the last year of primary education and the opportunity for its curricular inclusion. The study was carried out by means of a questionnaire, filled in by 6th-year primary educat...

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Autores principales:	Roberto García-Morís, Nerea García Bugallo, Ramón Martínez-Medina
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	citizenship education social studies controversial social questions primary school students Social Sciences H
Acceso en línea:	https://doaj.org/article/f97a6b6d27d44bc18c6c88c25084a037
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spelling	oai:doaj.org-article:f97a6b6d27d44bc18c6c88c25084a0372021-11-25T18:59:44ZStudents’ Social Representations of Forced Migration as a Relevant Social Problem and Its Curricular Inclusion at the End of Primary School10.3390/socsci101104232076-0760https://doaj.org/article/f97a6b6d27d44bc18c6c88c25084a0372021-11-01T00:00:00Zhttps://www.mdpi.com/2076-0760/10/11/423https://doaj.org/toc/2076-0760The purpose of this paper is to assess students’ social representations of forced migration as a relevant social problem in the last year of primary education and the opportunity for its curricular inclusion. The study was carried out by means of a questionnaire, filled in by 6th-year primary education groups (11–12 years old) (<i>n</i> = 70), in a state-supported private school in the city of A Coruña (Galicia, Spain). The questionnaire was supported by three pictures of forced migrations from the media. In this case, the children had to interpret the pictures through a series of questions that sought to investigate their representations, the causes they identify in this social problem, their opinions, and possible solutions. Finally, the opportunity for the inclusion of social problems as curriculum content was addressed. The study shows that the students are in favor of migrants, that they use concepts from the social sciences in their arguments—albeit simple ones, and that they are in favor of the curricular inclusion of social problems, in which they develop representations through different sources of information.Roberto García-MorísNerea García BugalloRamón Martínez-MedinaMDPI AGarticlecitizenship educationsocial studiescontroversial social questionsprimary school studentsSocial SciencesHENSocial Sciences, Vol 10, Iss 423, p 423 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	citizenship education social studies controversial social questions primary school students Social Sciences H
spellingShingle	citizenship education social studies controversial social questions primary school students Social Sciences H Roberto García-Morís Nerea García Bugallo Ramón Martínez-Medina Students’ Social Representations of Forced Migration as a Relevant Social Problem and Its Curricular Inclusion at the End of Primary School
description	The purpose of this paper is to assess students’ social representations of forced migration as a relevant social problem in the last year of primary education and the opportunity for its curricular inclusion. The study was carried out by means of a questionnaire, filled in by 6th-year primary education groups (11–12 years old) (<i>n</i> = 70), in a state-supported private school in the city of A Coruña (Galicia, Spain). The questionnaire was supported by three pictures of forced migrations from the media. In this case, the children had to interpret the pictures through a series of questions that sought to investigate their representations, the causes they identify in this social problem, their opinions, and possible solutions. Finally, the opportunity for the inclusion of social problems as curriculum content was addressed. The study shows that the students are in favor of migrants, that they use concepts from the social sciences in their arguments—albeit simple ones, and that they are in favor of the curricular inclusion of social problems, in which they develop representations through different sources of information.
format	article
author	Roberto García-Morís Nerea García Bugallo Ramón Martínez-Medina
author_facet	Roberto García-Morís Nerea García Bugallo Ramón Martínez-Medina
author_sort	Roberto García-Morís
title	Students’ Social Representations of Forced Migration as a Relevant Social Problem and Its Curricular Inclusion at the End of Primary School
title_short	Students’ Social Representations of Forced Migration as a Relevant Social Problem and Its Curricular Inclusion at the End of Primary School
title_full	Students’ Social Representations of Forced Migration as a Relevant Social Problem and Its Curricular Inclusion at the End of Primary School
title_fullStr	Students’ Social Representations of Forced Migration as a Relevant Social Problem and Its Curricular Inclusion at the End of Primary School
title_full_unstemmed	Students’ Social Representations of Forced Migration as a Relevant Social Problem and Its Curricular Inclusion at the End of Primary School
title_sort	students’ social representations of forced migration as a relevant social problem and its curricular inclusion at the end of primary school
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/f97a6b6d27d44bc18c6c88c25084a037
work_keys_str_mv	AT robertogarciamoris studentssocialrepresentationsofforcedmigrationasarelevantsocialproblemanditscurricularinclusionattheendofprimaryschool AT nereagarciabugallo studentssocialrepresentationsofforcedmigrationasarelevantsocialproblemanditscurricularinclusionattheendofprimaryschool AT ramonmartinezmedina studentssocialrepresentationsofforcedmigrationasarelevantsocialproblemanditscurricularinclusionattheendofprimaryschool
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Students’ Social Representations of Forced Migration as a Relevant Social Problem and Its Curricular Inclusion at the End of Primary School

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