Social invisibilities in social Science Education. A critical interpretation

Abstract

The concern to include diverse socially invisible groups in the teaching of social sciences has grown steadily since the last decades of the last century. The proliferation of studies highlights the need to review the conceptual development of the category of social invisibility in the area of social science didactics. The methodology was built from a systematic review in a critical interpretive synthesis approach of articles, book chapters and doctoral theses. The purpose of the research is to develop a critical synthesis of the concept of social invisibility in the didactics of social sciences. The findings indicate a limitation in the use of the concept because it is reduced above all to the historiographic field (social history and history from below) and, specifically, to the absence or presence of historical phenomena or subjects. The most researched social actors in the area are women, children and indigenous peoples. The conclusions contribute to deepening the line of research in the field of social science didactics and the implications for the training of teachers. Finally, a challenge is posed to reflect on social invisibility as a meta-concept that guides the actions of teachers in the classroom.