TY  - JOUR
AB  - Purpose: To investigate how EU related contents are represented in Portuguese upper secondary school textbooks of History and English as a Foreign Language (EFL).Design/methodology/approach: The study performs a textbook analysis on two History textbooks and three EFL textbooks to explore if and how EU related topics are addressed. The methodological approach was mainly qualitative, based on a content analysis of the textbooks, but also includes some quantitative data (e.g., number of paragraphs) to determine the importance given to European topics in each of the selected school subjects.Findings: EFL textbooks have a residual approach to EU topics that is mainly focused in students’ mobility. History textbooks, while containing a significant amount of information about the EU, present it mainly in a non-confrontational perspective and do not prioritize the development of students’ critical thinking about the EU. Our data also points to a predominance of national level citizenship related content, with European citizenship being briefly and normatively presented to the students.Research limitations/implications: EFL is attended by almost 100% of students in the academic track of secondary education, but History is a curricular subject only available to 25-30% of the students; as such, our findings refer to a specific group.Practical implications: Textbooks should include more information about the actual problems and challenges of the EU to foster the development of students’ critical thinking about the EU.
DA  - 2018-08-20
DO  - 10.4119/jsse-873
LA  - eng
IS  - 2
M2  - 31
PY  - 2018-08-20
SN  - 1618-5293
SP  - 31-40
T2  - JSSE - Journal of Social Science Education
TI  - Learning About the European Union in Times of Crisis: Portuguese Textbooks’ Normative Visions of European Citizenship
UR  - https://doi.org/10.4119/jsse-873
Y2  - 2024-11-22T10:43:00
ER  -