{"id":190,"date":"2020-11-24T18:59:15","date_gmt":"2020-11-24T18:59:15","guid":{"rendered":"https:\/\/webs.uab.cat\/gredics\/referencias-bibliograficas-2\/"},"modified":"2020-11-24T18:59:15","modified_gmt":"2020-11-24T18:59:15","slug":"referencias-bibliograficas-2","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/gredics\/referencias-bibliograficas-2\/","title":{"rendered":"REFERENCIAS BIBLIOGR\u00c1FICAS"},"content":{"rendered":"
\n

Bibliograf\u00eda citada <\/strong><\/span><\/p>\n

 <\/p>\n

ANGUERA, C. (2012). El concepte de futur en l\u2019ensenyament de les Ci\u00e8ncies Socials. Universitat Aut\u00f2noma de Barcelona. Tesis Doctoral.<\/p>\n

ANGUERA, C.; SANTISTEBAN, A. (2016). Images of The Future: Perspectives of Students from Barcelona. Journal of Futures Studies, September, 21(1): 1\u201318.<\/p>\n

BELL, W. (1997). Foundations of futures studies<\/em>. Vol 1: History, Purposes, and Knowledge<\/em>. New Brunswick: Transaction Publishers.<\/p>\n

BESSANT, J., FARTHING, R., & WATTS, R. (2016). Co-designing a civics curriculum: young people, democratic deficit and political renewal in the EU.Journal of Curriculum Studies<\/em>, 48<\/em>(2), 271\u2013289.<\/p>\n

BIESTA, G., & LAWY, R. (2006). From teaching citizenship to learning democracy: overcoming individualism in research, policy and practice. Cambridge Journal of Education<\/em>, 36<\/em>(1), 63\u201379.<\/p>\n

CASTELLV\u00cd, J.; MASSIP, M.; PAG\u00c8S, J. (2019). Emociones y pensamiento cr\u00edtico en la era digital: un estuido con alumnado de formaci\u00f3n inicial. REIDICS<\/em>, 5, 23-41.<\/p>\n

CHEVALLARD Y. (1997). Questions vives, savoirs moribonds: le probl\u00e8me curriculaire aujourd\u2019hui. Actes du colloque D\u00e9fendre et Transformer l\u2019\u00e9cole pour tous<\/em>, Marseille, 3, 4, 5 octobre.<\/p>\n

CORTINA, A. (2003). Ciudadanos del mundo: Hacia una teor\u00eda de la ciudadan\u00eda<\/em>. Madrid. Alianza.<\/p>\n

COUNCIL OF EUROPE (2014). Bookmarks. A manual for combating hate speech online through human rights education<\/em>. No Hate Speech Movement. Council of Europe: European Youth Centre Strasbourg.<\/p>\n

DAVIES, I. ET AL (2015). Education, globalization and the nation<\/em>. Basingstoke, Palgrave Macmillan.<\/p>\n

DE VECCHIS, G., CARMONA-MAGNALDI, N. (2002). Faire vivre v\u00e9ritables situations probl\u00e8mes. <\/em>Paris : Hachette.<\/p>\n

DEWEY, J. (1995). Democracia y educaci\u00f3n: Una introducci\u00f3n a la filosof\u00eda de la educaci\u00f3n<\/em>. Madrid: Morata (edici\u00f3n original de 1916).<\/p>\n

DEWEY, J. (2002). C\u00f3mo pensamos: Nueva exposici\u00f3n de la relaci\u00f3n entre pensamiento y proceso educativo<\/em>.<\/p>\n

Barcelona: Paid\u00f3s (edici\u00f3n original de 1910).<\/p>\n

DEWEY, J. (2008). El arte como experiencia<\/em>. Barcelona: Paid\u00f3s (edici\u00f3n original de 1934).<\/p>\n

ELTON-CHALCRAFT, S., LANDER, V., REVELL, L., WARNER, D., & WHITWORTH, L. (2017). To promote, or not to promote fundamental British values? Teachers\u2019 standards, diversity and teacher education. British Educational Research Journal<\/em>, 43<\/em>(1), 29\u201348.<\/p>\n

ELTON-CHALCRAFT, S., LANDER, V., REVELL, L., WARNER, D., & WHITWORTH, L. (2017). TO promote, or not to promote fundamental British values? Teachers\u2019 standards, diversity and teacher education. British Educational Research Journal<\/em>, 43<\/em>(1), 29\u201348. https:\/\/doi.org\/10.1002\/berj.3253<\/u><\/p>\n

ENGLUND, T. (2000). Rethinking democracy and education: Towards an education of deliberative citizens. Journal of Curriculum Studies<\/em>, 32<\/em>(2), 305\u2013313.<\/p>\n

ENGLUND, T. (2000). Rethinking democracy and education: Towards an education of deliberative citizens. Journal of Curriculum Studies<\/em>, 32<\/em>(2), 305\u2013313. https:\/\/doi.org\/10.1080\/002202700182772<\/u><\/p>\n

EVANS, R.W. (2006). The social studies wars, now and then. Social Education<\/em>, 70<\/em>,321-325.<\/p>\n

EVANS, R.W. (2011). La naturalesa tr\u00e1gica de la reforma escolar nord-americana. El cas dels estudis socials. Pag\u00e8s, J.; Santisteban, A. (coords.) (2011). Les q\u00fcestions socialment vives i l\u2019ensenyament de les ci\u00e8ncies socials <\/em>(pp.13-23). Barcelona: Publicacions de la UAB.<\/p>\n

EVANS, R.W. & SAXE, D.W. (1996). Handbook on Teaching Social Issues<\/em>. Washington: NCSS.<\/p>\n

FARTHING, R. (2010). The politics of youthful antipolitics: representing the \u2018issue\u2019 of youth participation in politics. Journal of Youth Studies<\/em>, 13<\/em>(2), 181\u2013195.<\/p>\n

FREIRE, P. (1970). Pedagog\u00eda del Oprimido<\/em>. Montevideo: Tierra Nueva.<\/p>\n

FREIRE, P. (1974). Education for Critical Consciousness<\/em>. New York: Continuum.<\/p>\n

HESS, D. (2008). Controversial issues and democratic discourse. L. Levstik& C. Tyson (eds.). Handbook of Research on Social Studies Education.<\/em>Mahwah (pp. 124-137). NJ: Lawrence Erlbaum.<\/p>\n

HESS, D. (2009). Controversy in the classroom: The democratic power of discussion<\/em>. New York: Routledge. Hicks, D. (2006) Lessons for the future. The Missing Dimensions in Education<\/em>. Oxford: Trafford Publishing. Hicks, D. (2007). Lessons for the Future: a geographical contribution. Geography<\/em>, 92 (3), 179-188.<\/p>\n

HICKS, D. (2011). The future only arrives when things look dangerous: Reflections on futures education in the UK. FUTURES<\/em>, 44, 4-13. Article in press: doi: 10.1016\/j.futures.2011.08.002.<\/p>\n

HICKS, D.; SLAUGHTER, R. (1998): Futures Education: World Yearbook of education 1998. <\/em>London: Kogan Page.<\/p>\n

HO, L-C., MCAVOY, P., HESS, D. & GIBBS, B. (2017). Teaching and Learning about Controversial Issues and Topics in the Social Studies. A Review of the Research. McGlinn, M. & Bolick, C. M. (eds.). The Wiley Handbook of Social Studies Research<\/em>, Malden, MA (USA): John Wiley & Sons, pp. 321-335.<\/p>\n

LACLAU, E. (2005). On populist reason<\/em>. London: Verso.<\/p>\n

LANKSHEAR, C. & MCLAREN, P. (1993): Critical Literacy. Politics, praxis, and the postmodern. <\/em>New York: State University of New York Press.<\/p>\n

LEGARDEZ, A. (2003). L\u2019enseignement des questions sociales et historiques, socialement vives. Le Cartable de Clio<\/em>n\u00ba 3, 245-253.<\/p>\n

LEGARDEZ, A. & SIMONNEAUX, L. (DIR.) (2011). Education au d\u00e9veloppement durable et autres questions socialement vives<\/em>. Dijon : Educagri.<\/p>\n

MCDANIEL, C. (2004). \u201cCritical literacy: A questioning stance and the possibility for change.\u201d Reading Teacher<\/em>, 57. pp. 472-484.<\/p>\n

MCFADYEN, L. & SZYMANSKI, C. (1997): \u201cConceptual Shifts: Elementary Preservice Teachers\u2019 Perceptions About a Social Studies Methods Course\u201d. Journal of Social Studies Research, <\/em>vol. 21, 1, 16-21.<\/p>\n

NELSON, J. L., & STANLEY, W. B. (2013). Critical studies and social education: 40 years of TRSE<\/em>. Theory & Research in Social Education<\/em>, 41<\/em>(4), 438\u2013456.<\/p>\n

OXLEY, L. AND MORRIS, P. (2013) \u2018Global Citizenship: A Typology for Distinguishing its Multiple Conceptions.\u2019british journal of educational studies<\/em>, 61(3): pp. 301\u2013325.<\/p>\n

PAG\u00c8S, J.; SANTISTEBAN, A. (2008). Cambios y continuidades: Aprender la Temporalidad Hist\u00f3rica. En Jara, M.A. (comp). Ense\u00f1anza de la historia. Debates y propuestas<\/em>. Rio Negro: EDUCO.<\/p>\n

PAG\u00c8S, J.; SANTISTEBAN, A. (COORDS.) (2011). Les q\u00fcestions socialment vives i l\u2019ensenyament de les ci\u00e8ncies socials<\/em>.Barcelona: Publicacions de la UAB.<\/p>\n

PANGRACIO, L. (2016). Reconceptualising critical digital literacy. Discourse: Studies in the Cultural Politics of Education<\/em>, 37.<\/p>\n

PETERSON, E. R., RUBIE-DAVIES, C., OSBORNE, D., & SIBLEY, C. (2016). Teachers\u2019 explicit expectations and implicit prejudiced attitudes to educational achievement: Relations with student achievement and the ethnic achievement gap. Learning and Instruction<\/em>, 42<\/em>, 123\u2013140.<\/p>\n

PHELPS, E. (2012). Understanding Electoral Turnout Among British Young People:  A  Review  of  the  Literature. Parliamentary Affairs<\/em>, 65<\/em>(1), 281\u2013299.<\/p>\n

PINEDA-ALFONSO, J.A. & NAVARRO-MEDINA, E. (2019). Education for Citizenship to Integrate the Curriculum. Pineda- Alfonso, J.A., De Alba-Fern\u00e1ndez, N. & Navarro-Medina, E. (eds.). Handbook of Research on Education for Participative Citizenship and Global Prosperity <\/em>(pp. 481-499). Hershey PA: IGI Global.<\/p>\n

RODRIK, D. (2011). The globalization paradox: why global markets, states, and democracy can\u2019t coexist<\/em>. Great Britain: Oxford University Press.<\/p>\n

ROSS, A. & MCCRARY, N.E. (ED.) (2014). Working for Social Justice Inside and Outside the Classroom. A Community of Students, Teachers, Researchers, and Activists. <\/em>New York: Peter Lang.<\/p>\n

ROSS, E.W. (2019). Humanizing critical pedagogy: What kind of teachers? What kind of citizenship? What kind of future? Review of Education, Pedagogy, and Cultural Studies<\/em>. Taylor & Francis Group, https:\/\/doi.org\/10.1080\/10714413.2019.1570792<\/u> (consultado en febrero de 2019).<\/p>\n

ROSS, E.W. & VINSON, K.D. (2012). La educaci\u00f3n para una ciudadan\u00eda peligrosa. Ense\u00f1anza de las Ciencias Sociales<\/em>, 11, 73-86.<\/p>\n

R\u00dcSEN, J. (2007). Memory, history and the quest for the future. En Cajani, L. (ed.), History Teaching, Identities and Citizenship. European Issues in Children\u2019s Identity and Citizenship<\/em>, 7, CiCe, Stoke on Trent (London), Trentham Books (Staffordshire).<\/p>\n

SANT, E.\u2009 AND \u2009GONZ\u00c1LEZ-VALENCIA, G. (2018).\u2009Global Citizenship Education in Latin America. In Davies, I., Ho, L., Kiwan, D., Peck, C., Peterson, A., Sant, E. and Waghid, Y. (Eds.)\u2009The\u2009Palgrave Handbook of Global Citizenship and Education<\/em>\u2009(pp. 67\u201382). London: Palgrave Macmillan.\u2009 https:\/\/doi.org\/10.1057\/978-1-137-<\/u> 59733-5_5<\/u><\/p>\n

SANT, E., & HANLEY, C. (2018). Political assumptions underlying pedagogies of national education: The case of student teachers teaching \u2018British values\u2019 in England. British Educational Research Journal<\/em>, 44<\/em>(2), 319\u2013337. Santisteban, A. (1994). Democr\u00e0cia, creativitat i aprenentatge de futurs. Guix<\/em>. Elements d\u2019Acci\u00f3 Educativa<\/em>, 210:13-18.<\/p>\n

SANTISTEBAN, A.; ANGUERA, A. (2013). Las im\u00e1genes del futuro en los medios de comunicaci\u00f3n y su influencia en la ense\u00f1anza de las ciencias sociales. En D\u00edaz Matarranz, J.J.; Santisteban, A.; Cascajero, A. (eds.). Medios de comunicaci\u00f3n y pensamiento cr\u00edtico. Nuevas formas de interacci\u00f3n social<\/em>, (pp. 253-267). Alcal\u00e1: Universidad de Alcal\u00e1\/AUPDCS.<\/p>\n

SANTISTEBAN, A.; PAG\u00c8S, J. (2009). Una propuesta conceptual para la investigaci\u00f3n en educaci\u00f3n para la ciudadan\u00eda. Educaci\u00f3n y Pedagog\u00eda, <\/em>53, 15-31. Medell\u00edn. Universidad de Antioqu\u00eda, Facultad de Educaci\u00f3n (Colombia).<\/p>\n

SARDAR, Z. (2010). Welcome to postnormal times. Futures<\/em>. 42: 435-444.<\/p>\n

SEARLE (1998): None but our words\u2009: critical literacy in classroom and community<\/em>. Philadelphia: Open Univ.Press. Shaheed, F. (2012). Informe de la relatora especial sobre los derecho culturales<\/em>. Nueva York: Naciones Unidas. Slaughter, R. (2012). Responding to a planetary emergency. Futures<\/em>. 44, 273-276.<\/p>\n

SLOAM, J., & HENN, M. (2019). The Silent Revolution in Youth Political Engagement. In Youthquake 2017 <\/em>(pp.43\u201369). https:\/\/doi.org\/10.1007\/978-3-319-97469-9_3<\/u><\/p>\n

TORRES, C. A. (2015). Global Citizenship and Global Universities . The Age of Global Interdependence and Cosmopolitanism, <\/em>50(3): , pp. 262-279.<\/p>\n

WALLOWITZ, L. (ED.) (2008). Critical Literacy as Resistance. Teaching for Social Justice across the secondary curriculum<\/em>. New York: Peter Lang.<\/p>\n

WELLINGTON J.J (1986), Controversial Issues in the Curriculum. <\/em>Oxford: Basil Blackwell. \u017di\u017eek, S. (2012). En defensa de la intolerancia<\/em>. Madrid: Sequitur.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Bibliograf\u00eda citada    ANGUERA, C. (2012). El concepte de futur en l\u2019ensenyament de les Ci\u00e8ncies Socials. Universitat Aut\u00f2noma de Barcelona. Tesis Doctoral. ANGUERA, C.; SANTISTEBAN, A. (2016). Images of The Future: Perspectives of Students from Barcelona. Journal of Futures Studies, September, 21(1): 1\u201318. BELL, W. (1997). Foundations of futures studies. Vol 1: History, Purposes, and […]<\/p>\n","protected":false},"author":20,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-190","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/webs.uab.cat\/gredics\/wp-json\/wp\/v2\/pages\/190","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/webs.uab.cat\/gredics\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/webs.uab.cat\/gredics\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/gredics\/wp-json\/wp\/v2\/users\/20"}],"replies":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/gredics\/wp-json\/wp\/v2\/comments?post=190"}],"version-history":[{"count":0,"href":"https:\/\/webs.uab.cat\/gredics\/wp-json\/wp\/v2\/pages\/190\/revisions"}],"wp:attachment":[{"href":"https:\/\/webs.uab.cat\/gredics\/wp-json\/wp\/v2\/media?parent=190"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}