Erronkak: Challenges of Education in the 21st century

ERRONKAK: Challenges of Education in the 21st century

 

Themes of the Collection

ERRONKAK: Challenges of Education in the XXI century addresses its different areas from a predominantly practical point of view, in relation to the curriculum of the compulsory stages and university study plans, as well as the latest lines of research in Education. In this sense, it aims to promote a forum that disseminates experiences, research, new trends, and perspectives, which helps professionals and students of Education to better carry out their work.

For this, this collection offers an academic environment for the dissemination of their work in different thematic lines of publication in the field of Education. The first, Educational Library, is dedicated to the publication of basic works for the teacher on different topics: educational curricula, teaching ethics, or the teaching of basic skills. A second is properly focused on Education Sciences. In it, the texts related to the various didactics (Social Sciences, Language and Literature, Mathematics and Experimental Sciences) are integrated, as well as those of other disciplinary areas of Education, such as Sociology, Anthropology, Economics, and Philosophy. Finally, it also contains the works of Didactics and School Organization and Theory and History of Education.

A third is oriented to Strategies and tools in the classroom, in which different application practices are collected in class, both at compulsory levels and in higher education. Finally, that of Information and Communication Technologies in Education, which will bring together the principles of ICT to practice and educational learning at all stages, with an accessible language and abundance of practical models.

 

Disciplinary areas

This collection wants to gather titles that address in their foundation, and always starting from Education, a great variety of basic transversal subjects for the formation of the person, such as creativity and the learning of art and literature, civic education or emotional, or the strengthening of respect for human rights and fundamental freedoms.

In this line, it is also intended to disseminate works that deal with the most relevant problems of our time, such as violence and inequalities (of development; in the distribution of the wealth of the earth; economic and social). At this point, both studies that analyze education in migrant groups (schools without borders) and those devoted to the study of gender equality through schools are interesting.

In addition, this collection promotes texts that address different environmental problems (which are addressed from environmental education and education for sustainable development) and, finally, those focused on vital safety (especially related to health and consumption), which work on promoting healthy lifestyles and education for sustainable consumption.

All of them, cross-cutting issues that are essential in Education for the integral development of the 21st-century citizen, with the 2030 Agenda as a reference.

 

Director: Rafael Guerrero Elecalde

I was born in Santoña (Cantabria, Spain), although since I was one-year-old I have lived in Vitoria-Gasteiz, the capital of the Basque Country, where I grew up and trained as a professional. In this city I graduated and later received a doctorate in History at the University of the Basque Country (UPV-EHU), defending a thesis dedicated to the participation of Basques and Navarrese in the Monarchy of Felipe V (1700-1746). For this, I received an FPI Grant from the Basque Government.

One of the peculiarities of my research was the incorporation of a social network key methodology to analyze political, economic, and social forms during the 18th century. A way of placing the true protagonists of the story at the center of the study: people. The main culprit for the use of this methodology was my director, Professor José María Imízcoz, with whom I continue to collaborate.

This line of research, which I have been developing intensively for more than two decades, has made it possible for me to establish ties with many high-level professionals from different countries and origins. With all of them, I had the opportunity to share points of view and results of our work and, with a good part of these professionals, I had the opportunity to establish a good friendship that, fortunately, lasts over time.

In addition to this line of research, since 2017 I began to take my first steps in Educational Sciences, since I joined as a teacher in the Department of Specific Didactics, of the University of Córdoba. A job that has led me to fully develop one of my vocations, which is teaching. A conversion that has involved a great personal and academic effort, but which has been completely satisfactory professionally, academically, and humanly.

Since then, I have dedicated myself mainly to training future teachers of the Infant and Primary stages in the Faculty of Education Sciences, although at the same time I am carrying out various investigations related to the teaching of Social Sciences. Lately, I have been working on the didactics of the Environment, the use of narratives and stories as a tool in the classroom, the teaching of local history and heritage in the different stages, as well as the use of documentary sources as a didactic resource, among others.

Throughout these years I have had the opportunity to disseminate the results of both lines of research in several books and numerous book chapters and articles in national and international journals and I have collaborated as an expert evaluator in various academic journals. In this way, I have been able to get in touch with the publishing processes, personally appreciating, and from the other side, both the quality requirements in the publication and the need to publicize the open access repositories.