Abstract
This article analyses the educational role of historical memory in Spain in the context of Education for Sustainable Development and the Sustainable Development Goals. The main objective is to show the utilitarian value of historical memory as an enabling element to achieve SDG 16: “Peace, justice and strong institutions”. The study analysed focuses on a very specific heritage product, the exile routes of the Exile Memorial Museum—MUME (La Jonquera, Spain), through a series of semi-open in-depth interviews with teachers who visited the routes. Their responses were cross-checked with the learning objectives for SDG 16 in its three categories: cognitive, socio-emotional and behavioural. The results of this cross-referencing show that there is a significant relationship between the teaching of heritage in places of memory and the block of socioemotional learning objectives, and more specifically with the third category, related to the display of empathy and solidarity.
Highlights
With the aim of achieving a set of fundamental objectives for the future of humanity, such as eradicating poverty, fighting inequality and injustice and reversing climate change, on 25 September 2015 the United Nations General Assembly approved the documentAgenda 2030 for Sustainable Development, with the support of 193 countries [1].The Agenda 2030 focuses on three dimensions that affect sustainable development: economy, society and environment
As mentioned in the methodology section, the different learning objectives for Sustainable Development Goals (SDGs) 16 were cross-checked with the interviews conducted with the teachers using the MUME routes, so that it was possible to establish a relatively strong link with some of them
The recognition by the interviewees of the high degree of influence that heritage in general, and the routes as places of memory in particular, exert on educational processes was a notable development. Starting with this second consideration, which is closely related to the starting premise of the study, we can see how the positive impact and added value of working on historical memory from the point of view of heritage education is a prominent element in the analysis of the interviews
Summary
With the aim of achieving a set of fundamental objectives for the future of humanity, such as eradicating poverty, fighting inequality and injustice and reversing climate change, on 25 September 2015 the United Nations General Assembly approved the documentAgenda 2030 for Sustainable Development, with the support of 193 countries [1].The Agenda 2030 focuses on three dimensions that affect sustainable development: economy, society and environment. In order to ensure its correct and universal implementation, 17 Sustainable Development Goals (SDGs) are deployed, whose mission is to confront the main global challenges, such as the fight against poverty, climate change and education, as well as health, peace, gender equality and sustainable cities [1].
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