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The Argentinian National Identity ThThe Argentinian National Identity Through the Understanding of the Collecrough the Understanding of the Collective Memory in the Curriculum Contetive Memory in the Curriculum Contents of the “Ethical and Citizenship Fonts of the “Ethical and Citizenship Formation” Axis in the Argentinian Natirmation” Axis in the Argentinian National Curriculum of the Social Scienceonal Curriculum of the Social Science

ssM. Ed.M. Ed. Mariana COOLICAN Mariana COOLICAN

Graduate School of International Cooperation Studies (GSICS) Graduate School of International Cooperation Studies (GSICS) ・ ・ Kobe University Kobe University ・ ・ JapanJapan

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Outline of this Study:Outline of this Study:1)1) UNESCO Education For All (EFA) and Lesson UNESCO Education For All (EFA) and Lesson

Plans in ArgentinaPlans in Argentina

2)2) Historical BackgroundHistorical Background

3)3) Curriculum Contents:Curriculum Contents:Topic Topic memorymemory and its importance and its importance TopicTopic identity identity and its importance and its importance Lesson plan about Lesson plan about MemoryMemory and and IdentityIdentity

4)4) Implications for teachers’ literacyImplications for teachers’ literacy

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EFA and Lesson Plans in Argentina:EFA and Lesson Plans in Argentina: From international recommendations to national policies:From international recommendations to national policies:

1)1) The Law of Education 1.420 was reform as the Federal Law of Education of 1995The Law of Education 1.420 was reform as the Federal Law of Education of 1995

2)2) Since 1995 there are changes in the curriculum contents and contents of textbooks (at editorial Since 1995 there are changes in the curriculum contents and contents of textbooks (at editorial levels)levels)

3)3) UNESCO EFA monitoring for Argentina in 2005 identifies the lack of training and content UNESCO EFA monitoring for Argentina in 2005 identifies the lack of training and content knowledge in Teaching Trainingknowledge in Teaching Training

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Historical BackgroundHistorical Background The return to democracy in 1983 resulted in little The return to democracy in 1983 resulted in little

reformulation of curriculum contents. The Pedagogical reformulation of curriculum contents. The Pedagogical Congress of 1988 was an exceptionCongress of 1988 was an exception

Since 1995 the Federal Law of Education (FLE) reformulated Since 1995 the Federal Law of Education (FLE) reformulated what should be taught and how: mostly the topics (1) what should be taught and how: mostly the topics (1) memory memory reconstructionreconstruction, (2) , (2) recent pastrecent past and (3) and (3) identityidentity

Since 2000 Criticism of the FLESince 2000 Criticism of the FLE

Since 2005 Reform at Buenos Aires province from Since 2005 Reform at Buenos Aires province from General Basic Education (EGB) to Secondary Basic Education General Basic Education (EGB) to Secondary Basic Education (ESB) through Rounds of Consultation at Provincial level(ESB) through Rounds of Consultation at Provincial level

2006 2006 National Law of Education at National level National Law of Education at National level

• Discussion: (i) Quality in education, and (2) CurriculumDiscussion: (i) Quality in education, and (2) Curriculum

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Curriculum Contents:Curriculum Contents:

TopicTopic memorymemory reconstructionreconstruction and its and its importanceimportance

TopicTopic national identitynational identity and its importance and its importance

Through the understanding of Through the understanding of

the the recent pastrecent past

(1976-1983)(1976-1983)

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Examples of the Government Actions Examples of the Government Actions include:include:

(i)(i) The definition of the ‘National Day of The definition of the ‘National Day of Memory and Pardon’ (March 24)Memory and Pardon’ (March 24)

(ii)(ii) The recuperation of places of torture and The recuperation of places of torture and prisons as memorial monumentsprisons as memorial monuments

(iii)(iii) The academic debates around the topic on The academic debates around the topic on the consolidation of the institutions in the consolidation of the institutions in democracydemocracy

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Research question:Research question:

What needs to be taught to the students What needs to be taught to the students without filtering out important information, without filtering out important information,

thereby resulting in propaganda? thereby resulting in propaganda?

For teachers, these points have strong For teachers, these points have strong significance, if we wish to educate persons significance, if we wish to educate persons

and to develop citizens with: and to develop citizens with:

(i)(i) a critical perspective on the recent pasta critical perspective on the recent past

(ii)(ii) pluralism of criteria and total acceptance of pluralism of criteria and total acceptance of the differencesthe differences

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The Treatment of Memory has been The Treatment of Memory has been Described as:Described as:

1)1) Purpose,Purpose, making making national identitynational identity as as political socializationpolitical socialization

1)1) Contents,Contents, through some studies by the through some studies by the evaluation of authorized authors or heroesevaluation of authorized authors or heroes

2)2) Methods,Methods, sympathizing with the narrative sympathizing with the narrative stories of these works and their evaluationstories of these works and their evaluation

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This Study Displays:This Study Displays:

1) The1) The intentionintention to clarify the process of making to clarify the process of making memory (its reconstruction) be like socialization, and memory (its reconstruction) be like socialization, and not to make it political in Argentinanot to make it political in Argentina

2) The2) The contentcontent of positions (discourses) and the of positions (discourses) and the legitimate voices of the implied social agentslegitimate voices of the implied social agents

3) The3) The methodmethod of understanding and of criticizing the of understanding and of criticizing the

discourses of involved social actors by means of a discourses of involved social actors by means of a document analysisdocument analysis

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Definition of Key Concepts:Definition of Key Concepts: Argentinian National IdentityArgentinian National Identity is our is our

collective pride of our collective pride of our 1)1) CustomsCustoms (e.g. soccer, tango, folklore, barbecue (e.g. soccer, tango, folklore, barbecue

s, mate tea, dulce de leche); s, mate tea, dulce de leche); 2)2) HeroesHeroes3)3) SymbolsSymbols (e.g. flag, national song, national anth (e.g. flag, national song, national anth

em, monuments, national days)em, monuments, national days)4)4) IdiosyncrasiesIdiosyncrasies (e.g. impunity, corruption, easy- (e.g. impunity, corruption, easy-

going nature, double discourse, sterile complaigoing nature, double discourse, sterile complaints)nts)

5)5) TerritoryTerritory6)6) Custody of the patrimonyCustody of the patrimony 7)7) Natural environmentNatural environment 8)8) IdeologyIdeology

Cemented by focusing the revisionCemented by focusing the revision

MemoryMemory is is 1)1) A continuing act of passing once A continuing act of passing once

more through the past from the more through the past from the present;present;

1)1) DynamicDynamic, it is , it is a constructiona construction, and , and it is changeable during the time it is changeable during the time and the discourses’ points of and the discourses’ points of view view

of recent history to reinforce itof recent history to reinforce it

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Relation between Memory & Identity:Relation between Memory & Identity:

1)1) Through perceptions of researchers, ex-Through perceptions of researchers, ex-political prisoners, and associations’ political prisoners, and associations’

studiesstudies2)2) Through Through educationeducation

Through the Through the “Ethical and Citizenship “Ethical and Citizenship Formation”Formation” Transversal Axis Transversal Axis

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The The EducationEducation comes into view as fundamental social comes into view as fundamental social sphere for teaching:sphere for teaching:

The values of toleranceThe values of toleranceThe respect of differencesThe respect of differencesThe pluralityThe pluralityThe citizens’ conscience as a basis of democratic life The citizens’ conscience as a basis of democratic life

The The “Ethical and Citizenship Formation” Axis“Ethical and Citizenship Formation” Axis in the in the Year 9 of EGB 3 is a Year 9 of EGB 3 is a Transversal CurriculumTransversal Curriculum, which , which

analysis reflects: analysis reflects:

On the fight against totalitarianismOn the fight against totalitarianismThe respect for human rights and democracyThe respect for human rights and democracyThe defense of peaceThe defense of peace

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A A Lesson PlanLesson Plan to State the Dichotomy of to State the Dichotomy of Historical Context - Social Agents’ Discourses, Historical Context - Social Agents’ Discourses, by:by:

Checking the National Standards Curriculum Axis and Checking the National Standards Curriculum Axis and textbookstextbooks

Examining of newspaper articlesExamining of newspaper articles

Examining national official documents and unclassified Examining national official documents and unclassified United States Department of State documents - converted United States Department of State documents - converted

from the originals - related to human rights abuses in from the originals - related to human rights abuses in Argentina from 1975 to 1984Argentina from 1975 to 1984

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Purposes:Purposes:1)1) To visualize two realities – the victims who disappeared To visualize two realities – the victims who disappeared

during the dictatorship of 1976-1983 and the social during the dictatorship of 1976-1983 and the social agents’ discourses- analyzing the differences between agents’ discourses- analyzing the differences between the historical context and the society constructions over the historical context and the society constructions over timetime

2)2) To infer the memory approach differing by periods on To infer the memory approach differing by periods on the recovering of the consensus history by the group the recovering of the consensus history by the group analysis and debateanalysis and debate

3)3) To apply the model of the reconstruction of memory to To apply the model of the reconstruction of memory to the national identity, by addressing common pointsthe national identity, by addressing common points

Lesson PlanLesson Plan about about MemoryMemory and and IdentityIdentity::

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Time:Time:

4 classes of 60 minutes (as special meetings or extracurricul4 classes of 60 minutes (as special meetings or extracurricular activities)ar activities)

Teaching materials:Teaching materials:1)1) Student handoutsStudent handouts2)2) Teacher handoutsTeacher handouts

Selected contents from National Standards Curriculum Selected contents from National Standards Curriculum Block 1: PersonBlock 1: PersonBlock 2: ValuesBlock 2: ValuesBlock 3: Social normsBlock 3: Social norms

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Lesson Plan Class parts:Lesson Plan Class parts:

(i)(i) Introduction, Class 1: “Memory and Introduction, Class 1: “Memory and Identity”Identity”

(ii) Development, Classes 2 & 3: “The (ii) Development, Classes 2 & 3: “The Discourse Analysis of Memory” Discourse Analysis of Memory”

(iii) Conclusion, Class 4: “Identity as a (iii) Conclusion, Class 4: “Identity as a Construction”Construction”

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1. Argentinian historical outline of the last Argentinian historical outline of the last 30 years30 years

1.1. Homework 1: Re-construction of the Homework 1: Re-construction of the discourses by document analysisdiscourses by document analysis

3. Video frame3. Video frame

4 & 5. Students’ handouts4 & 5. Students’ handouts

Teaching materials:Teaching materials:

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Parts of the Video:Parts of the Video: Topics:Topics:

Part 1: Introduction.Part 1: Introduction.Testimonies without names.Testimonies without names.

Dictatorship periodDictatorship periodEAAF teamEAAF teamRelatives of those who Relatives of those who disappeared. disappeared.

Part 2: Development.Part 2: Development.Research meetings and Research meetings and

results.results.

ExhumationsExhumationsFinding remains.Finding remains.Relatives’ meetings.Relatives’ meetings.Processes of identification.Processes of identification.

Part 3: Conclusion.Part 3: Conclusion.Hopes and justice.Hopes and justice.

Lecture on founded cases Lecture on founded cases resolution.resolution.Construction of memory.Construction of memory.Justice.Justice.

VID

EO

V

IDE

O

structurestructure

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Implications for Teachers’ LiteracyImplications for Teachers’ Literacy

Recommendations:Recommendations: • Literacy includes teachers formation but Literacy includes teachers formation but

also other social actors’ views also other social actors’ views

• Teachers’ subject knowledge might be Teachers’ subject knowledge might be improvedimproved

• Teachers’ best education practices might be Teachers’ best education practices might be shared in semester forums at Local/Distrital shared in semester forums at Local/Distrital levels by all areas and/or subjects with the levels by all areas and/or subjects with the

participation of the entire education communityparticipation of the entire education community

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Memory…Identity …

Recent Past…

Thank you very much Thank you very much for your for your

kind attention!kind attention!