'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 |
|---|---|
| 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 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1492885 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: 'Beyond the Tale': Teaching Experiences in Spain, Argentina, and Chile on the Literary Mediation of Controversial Issues in Primary and Secondary Education – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Delfín+Ortega-Sánchez%22">Delfín Ortega-Sánchez</searchLink><br /><searchLink fieldCode="AR" term="%22Carlos+Pérez-González%22">Carlos Pérez-González</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Social+Studies+Education+Research%22"><i>Journal of Social Studies Education Research</i></searchLink>. 2025 16(4):28-57. – Name: Avail Label: Availability Group: Avail Data: Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 30 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Literature%22">Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Controversial+Issues+%28Course+Content%29%22">Controversial Issues (Course Content)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Material+Selection%22">Reading Material Selection</searchLink><br /><searchLink fieldCode="DE" term="%22Mediation+Theory%22">Mediation Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink><br /><searchLink fieldCode="DE" term="%22Argentina%22">Argentina</searchLink><br /><searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1309-9108 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1492885 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1492885 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 28 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Elementary School Teachers Type: general – SubjectFull: Secondary School Teachers Type: general – SubjectFull: Language Arts Type: general – SubjectFull: Literature Type: general – SubjectFull: Controversial Issues (Course Content) Type: general – SubjectFull: Teaching Experience Type: general – SubjectFull: Social Justice Type: general – SubjectFull: Reading Material Selection Type: general – SubjectFull: Mediation Theory Type: general – SubjectFull: Influences Type: general – SubjectFull: Discussion (Teaching Technique) Type: general – SubjectFull: Spain Type: general – SubjectFull: Argentina Type: general – SubjectFull: Chile Type: general Titles: – TitleFull: 'Beyond the Tale': Teaching Experiences in Spain, Argentina, and Chile on the Literary Mediation of Controversial Issues in Primary and Secondary Education Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Delfín Ortega-Sánchez – PersonEntity: Name: NameFull: Carlos Pérez-González IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-electronic Value: 1309-9108 Numbering: – Type: volume Value: 16 – Type: issue Value: 4 Titles: – TitleFull: Journal of Social Studies Education Research Type: main |
| ResultId | 1 |
