Populisms and identity(ies). A relevant content in Social Sciences teaching
Abstract
The rise of populism is a serious problem for democracy. These movements appeal to simplifying ideas of identity based on cultural clichés. We start from the hypothesis that this type of elementary and poorly elaborated discourse connects better with the population than other more democratic and critical discourses, which require a greater complexity of reasoning, and which go hand in hand with the development of a greater critical conscience. This situation is particularly serious in the case of teachers who, in the final analysis, are responsible for a large part of the political education of future generations. The research presented here explores this hypothesis in a group of 80 students of the Primary Education Degree of the University of Seville by means of a questionnaire of open and closed questions. The results of the study allow us to affirm that students in initial training give little relevance to politics to explain the construction of their identities. To a large extent, they justify that element closer to them (social, linguistic, local, or territorial) have a greater influence on the construction of their identities. This, in addition, conditions the practical perspectives they have on how identities should be worked on in the primary education classroom, giving priority to a vision of teaching linked to the territory and local culture. In conclusion, it is necessary for training models to consider the approach to politics as a relevant issue both in the identities of young future teachers and in the work on identities with children in primary education
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References
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