@mastersthesis{20.500.12880/14588,
year = {2025},
month = {7},
url = {https://hdl.handle.net/20.500.12880/14588},
abstract = {This Teaching Innovation Project aims to raise students’ awareness of colonial legacies through a postcolonial lens while simultaneously strengthening their communicative competence in English. Implemented in 1st Bachillerato at a Canarian high school, the project combines research, reflection and a podcast production to help students deconstruct dominant narratives surrounding English-speaking celebrations and understand the historical consequences of British colonialism. Our contextualization reveals a diverse classroom, including 28 students, one of them ADHD, another one ASD, one high-abilities and two linguistic challenges, all of whom are supported with inclusive strategies. Over ten sessions, students will explore colonial histories, deliver oral presentations, and create a final podcast as the core evaluative product. The design incorporates Project-Based Learning, media literacy and intercultural reflection. Evaluation follows a criterial, inclusive, and formative model, aligned with the competences and evaluation criteria of Decreto 30/2023. Tools include learning journals, checklists, peer/self-assessments, and a detailed rubric for the podcast. The project not only promotes student agency and critical thinking, but also contributes to the Sustainable Development Goals (SDGs), especially SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). Concluding reflections emphasize its innovative and inclusive nature, as well as its potential for adaptation and long-term educational impact.},
title = {Postcolonial voices: understanding the legacies of colonialism},
keywords = {Collaborative Assessment},
keywords = {Historical Empathy},
keywords = {Interculturality},
keywords = {Podcast-Based Learning},
keywords = {Postcolonialism},
author = {Toste González, Tania},
}