'Beyond the Tale': Teaching Experiences in Spain, Argentina, and Chile on the Literary Mediation of Controversial Issues in Primary and Secondary Education
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| Title: | 'Beyond the Tale': Teaching Experiences in Spain, Argentina, and Chile on the Literary Mediation of Controversial Issues in Primary and Secondary Education |
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| Language: | English |
| Authors: | Delfín Ortega-Sánchez, Carlos Pérez-González |
| Source: | Journal of Social Studies Education Research. 2025 16(4):28-57. |
| Availability: | Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Foreign Countries, Elementary School Teachers, Secondary School Teachers, Language Arts, Literature, Controversial Issues (Course Content), Teaching Experience, Social Justice, Reading Material Selection, Mediation Theory, Influences, Discussion (Teaching Technique) |
| Geographic Terms: | Spain, Argentina, Chile |
| ISSN: | 1309-9108 |
| Abstract: | This article examines how twenty-three Language and Literature teachers in Primary and Secondary Education in Spain, Argentina, and Chile incorporate literary texts that address socially controversial issues, as well as the tensions that arise during this process of pedagogical mediation. Drawing on a phenomenological design with a socio-critical approach, data were collected through field diaries, semi-structured interviews, and discussion groups. The analysis, supported by MAXQDA 24 software, revealed that the inclusion of controversial content in the selection, curricular integration, and didactic treatment of literary texts and works is grounded in three key principles: an ethical commitment linked to social justice, normative legitimacy derived from official curricula, and the educational potential inherent in fostering critical thinking and empathy. Teaching practices are primarily structured around the careful selection of materials and the organization of dialogue through specific protocols. These strategies are further enhanced by the use of multimodal multimedia resources, collaborations with other professionals (such as library committees or co-teaching experiences), and planned communication with families. Moreover, teacher self-care emerges as a persistent need throughout the process. The findings underscore the importance of preserving the integrity of literary texts, establishing a safe dialogic scaffold within the classroom, and building institutional support networks as essential conditions for addressing controversy without undermining the critical dimension of reading. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492885 |
| Database: | ERIC |
| Abstract: | This article examines how twenty-three Language and Literature teachers in Primary and Secondary Education in Spain, Argentina, and Chile incorporate literary texts that address socially controversial issues, as well as the tensions that arise during this process of pedagogical mediation. Drawing on a phenomenological design with a socio-critical approach, data were collected through field diaries, semi-structured interviews, and discussion groups. The analysis, supported by MAXQDA 24 software, revealed that the inclusion of controversial content in the selection, curricular integration, and didactic treatment of literary texts and works is grounded in three key principles: an ethical commitment linked to social justice, normative legitimacy derived from official curricula, and the educational potential inherent in fostering critical thinking and empathy. Teaching practices are primarily structured around the careful selection of materials and the organization of dialogue through specific protocols. These strategies are further enhanced by the use of multimodal multimedia resources, collaborations with other professionals (such as library committees or co-teaching experiences), and planned communication with families. Moreover, teacher self-care emerges as a persistent need throughout the process. The findings underscore the importance of preserving the integrity of literary texts, establishing a safe dialogic scaffold within the classroom, and building institutional support networks as essential conditions for addressing controversy without undermining the critical dimension of reading. |
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| ISSN: | 1309-9108 |
