The Spanish Civil War in the Classroom: From Absence to Didactic Potential

  • Maria Feliu-Torruella
Part of the Palgrave Studies in Cultural Heritage and Conflict book series (PSCHC)


This chapter argues that the Spanish Civil War should have a stronger presence in the educational curriculum in Spain in order to develop a critical citizenship able to approach the conflict from a diversity of perspectives. The chapter analyzes Spanish pedagogy with regard to the Humanities and History in particular, with a view to demonstrating the low profile of the Civil War in Spanish curricula. It then asks, what might the teaching and learning of the Civil War mean for the development of new competencies how might new didactic strategies be developed to bring these to the fore?


  1. Adams, Anthony. The Humanities Jungle (London: Ward Lock Educational, 1976).Google Scholar
  2. Arroyo, Ciriaco Moron. The Humanities in the Age of Technology. Washington, DCE: Catholic University of America Press, 2002.Google Scholar
  3. Avery, Patricia, David W. Johnson, Roger T. Johnson, and James M. Mitchell. “Teaching and Understanding War and Peace through Structured Academic Controversies.” In How Children Understand War and Peace: A Call for International Peace Education, ed. Amiram Raviv, Louis Oppenheimer, and Daniel Bar-Tal, 260–80. San Francisco: Jossey-Bass, 1999.Google Scholar
  4. Bardavio, Antoni, and Paloma González. Objetos en el tiempo. Las fuentes materiales en la enseñanza de las ciencias sociales. Barcelona: ICE UB/Horsori, 2003.Google Scholar
  5. Carubba, Lucia, Francesco Tonucci, and Manuela Cecchini. A los tres años se investiga. Barcelona: Editorial Avance, 1976.Google Scholar
  6. Claire, Hillary, and Cathie Holden. “The Challenge of Teaching Controversial Issues: Principles and Practice.” In The Challenge of Teaching Controversial Issues, ed. Hillary Claire and Cathie Holden, 1–14. Stoke on Trent: Trentham Books, 2007.Google Scholar
  7. Cooper, Hillary. Didáctica de la historia en la educación infantil y primaria. Madrid: Ministerio de educación, cultura y deporte/ Ediciones Morata, 2002.Google Scholar
  8. Cowan, Paula, and Henry Maitles. “Preface and Framework.” In Teaching Controversial Issues in the Classroom: Key Issues and Debates, ed. Paula Cowan and Henry Maitles, 1–9. London: Continuum, 2012.Google Scholar
  9. Davies, Lynn. “Schools and War: Urgent Agendas for Comparative and International Education.” Compare 35, no. 4 (2005): 357–71.CrossRefGoogle Scholar
  10. Delors, Jacques. “Los cuatro pilares de la educación.” In La educación encierra un tesoro: Informe a la UNESCO de la Comisión internacional sobre la educación para el siglo XXI, 91–103. Madrid: Santillana/UNESCO, 1996.Google Scholar
  11. Feliu-Torruella, Maria, and F. Xavier Hernàndez Cardona. Didáctica de la Guerra Civil española. Barcelona: Graó, 2013.Google Scholar
  12. Ferrándiz, Francisco. El pasado bajo tierra. Barcelona: Anthropos, 2014.Google Scholar
  13. González-Ruibal, Alfredo. “Making Things Public: Archaeologies of the Spanish Civil War.” Public Archaeology 6, no. 4 (2007): 203–26.CrossRefGoogle Scholar
  14. Goodall, Olwen. “War and Peace with Young Children.” In The Challenge of Teaching Controversial Issues, ed. Hillary Claire and Cathie Holden, 41–49. Stoke on Trent: Trentham Books, 2007.Google Scholar
  15. Maddern, Eric. A Teachers’ Guide to Storytelling at Historic Sites. London: English Heritage Publications, 1992.Google Scholar
  16. Maitles, Henry. “Discussing War in the Classroom.” In Teaching Controversial Issues in the Classroom: Key Issues and Debates, ed. Paula Cowan and Henry Maitles, 61–69. London: Continuum, 2012.Google Scholar
  17. Piaget, Jean, and Bärbel Inhelder. Psicología del niño. Ediciones Morata, 1997.Google Scholar
  18. Preston, Paul, and José Pablo García. La Guerra Civil Española. Madrid: Debate, 2016.Google Scholar
  19. Puig, Irene de. Pensem-hi! Propostes per reforçar les habilitats de pensament en els infants de 2 i 3 anys. Vic: Eumo Editorial/Universitat de Girona, 2013.Google Scholar
  20. Tonucci, Francesco. La escuela como investigación (Nueva edición ampliada). Barcelona: Reforma de la Escuela, 1979.Google Scholar
  21. Wallace, Belle. Using History to Develop Problem-Solving and Thinking Skills at Key Stage 2. London: David Fulton, 2003.Google Scholar
  22. Wood, Liz, and Cathie Holden. Ensenyar història als més petits. Manresa: Zenobita edicions, 2007.Google Scholar
  23. Woolley, Richard. Tackling Controversial Issues in the Primary School: Facing Life’s Challenges with Your Learners. New York: Routledge, 2010.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Maria Feliu-Torruella
    • 1
  1. 1.University of BarcelonaBarcelonaSpain

Personalised recommendations