Abstract
This chapter draws upon empirical data to discuss social studies and history education in the case of Catalonia (Spain). The chapter begins by examining the historical context of the Catalan movement for independence and it provides a brief account of the empirical project. The chapter considers secondary students’ fantasies around the question of independence and scrutinises how teachers could respond to this challenging context. The chapter concludes examining the possibilities and challenges of engaging with pedagogies of equivalence in a hyperpolarised context such as that of the Catalan society.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
- 2.
El Pais tends to support arguments against the separatist movement (Muñoz, 2014).
- 3.
- 4.
- 5.
- 6.
See, for instance, Muro and Quiroga, 2005.
- 7.
See, for instance, Nelde (1996).
- 8.
See Marín (2009).
- 9.
In 1986, 34% of the Catalan households would use Catalan as their primary language (Nelde, 1996).
- 10.
Surveys indicate a growth of support from independence from 14.9% in 2006 to 48.5% at the beginning of 2014.
- 11.
The first analysis of that data was published in Sant (2017).
- 12.
We published some results from our questionnaire data in an article in Enseñanza de la Ciencias Sociales (Sant et al., 2015).
- 13.
An analysis of this data was published in Sant (2019).
- 14.
Translated from Catalan.
- 15.
B is here used to represent a small village within Catalonia.
- 16.
Translated from Spanish.
- 17.
See, for this, Tryggvason (2017).
References
Anderson, B. (1996). Imagined communities: Reflections on the origin and spread of nationalism. Verso Books.
Berlant, L. (2011). Cruel optimism. Duke University Press.
Crameri, K. (2014). ‘Goodbye, Spain?’: The question of Independence for Catalonia. Sussex Academic Press.
Critchley, S. (2012). Infinite demanding: Ethics of resistance, politics of commitment. Verso.
Gillespie, R. (2015). Between accommodation and contestation: The political evolution of Basque and Catalan nationalism. Nationalism and Ethnic Politics, 21(1), 3–23.
Guibernau, M. (2000). Nationalism and intellectuals in nations without states: The Catalan case. Political Studies, 48(5), 989–1005.
Guibernau, M. (2014). Prospects for an Independent Catalonia. International Journal of Politics, Culture, and Society, 27(1), 5–23. https://doi.org/10.1007/s10767-013-9165-4
Illas, E. (2014). Is Catalan separatism a progressive cause? Dissidences, 5(10), 7.
Llera, J. A. (2001). La retórica del poder en los discursos de Franco. Espéculo. Revista de estudios literarios, 18. Retrieved from https://webs.ucm.es/info/especulo/numero18/discurso.html
Marín, M. (2009). Entre el “dret de fuga” i la “invasió pacífica”: prejudicis, polítiques i realitats de la immigració a Catalunya durant el franquisme. Recerques: història, economia, cultura, 58–59, 127–149.
Mock, S. J. (2012). Symbols of defeat in the construction of national identity. Cambridge: Cambridge University Press.
Muñoz, L. A. (2014). El tratamiento en la prensa del movimiento independentista en Cataluña. Sphera pública, 2(14), 104–126.
Muro, D., & Quiroga, A. (2005). Spanish nationalism: Ethnic or civic? Ethnicities, 5(1), 9–29. https://doi.org/10.1177/1468796805049922
Nelde, P. H. (1996). Euromosaic: The production and reproduction of the minority language groups of the EU. European Communities.
Sant, E. (2017). Can the subaltern nation speak by herself in the history curriculum? Educational Studies (Journal of the American Educational Studies Association), 15(2), 105–121. https://doi.org/10.1080/00131946.2016.1238376
Sant, E. (2019). History, myths and democratic education: Secondary students’ discursive construction of Catalan nationhood. Pedagogy, Culture and Society, a-head of print. https://doi.org/10.1080/14681366.2019.1703793
Sant, E., Boixader, A., Pagès, J., & Santisteban, A. (2015). Com s’ha narrat el 1714 a les escoles catalanes del 2014? [How 1714 has been explained in Catalan schools?]. Perspectiva Escolar, 383, 62–64.
Sant, E., Pagès, J., Santisteban, A., & Boixader, A. (2015). ¿Quién y cómo construye el nosotros? La construcción narrativa del ´nosotros catalán´ a partir de los acontecimientos del 1714. Enseñanza de las Ciencias Sociales, 14, 3–17.
Tryggvason, Á. (2017). The political as presence: On agonism in citizenship education. Philosophical Inquiry in Education, 24(3), 252–265.
Ziarek, E. P. (2001). An ethics of dissensus: Postmodernity, feminism, and the politics of radical democracy. Stanford University Press.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Sant, E. (2021). Pedagogies of Equivalence in the Context of the Catalan Movement for Independence. In: Political Education in Times of Populism. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-76299-5_10
Download citation
DOI: https://doi.org/10.1007/978-3-030-76299-5_10
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-76298-8
Online ISBN: 978-3-030-76299-5
eBook Packages: EducationEducation (R0)