This article focuses on university students' understanding of the concept of nation. First an analysis of this concept from a historiographical point of view is presented. This allows for distinguishing between different conceptions of the nation related to 3 main approaches: the romantic, the modernist, and the ethnosymbolic approaches. Based on this analysis and also taking into account present research about history education and the construction of national identities, 5 different dimensions of the concept are presented: (a) historical subject, (b) identification, (c) territory, (d) legitimate claim, and (e) general concept scheme. Qualitative individual interviews were carried out with 31 Spanish college students about a Spanish foundational historical narrative, embedding the concept of nation, called the Reconquest (711 AD-1495 AD). Results indicated that although students showed tensions in their narratives, romantic conceptions dominated most of them. Possible reasons for the Correspondence should be addressed to Mario Carretero,

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National narratives are a key element in the process of history consumption and production. These master narratives have been analyzed in both theoretical and empirical studies as general schematic templates producing an essentialist and nationalist representation of the own past. The majority of studies examining historical representations of national narratives have used historical content of the students' own nation. This study, on the other hand, analyzed the historical understanding of 34 Spanish university students concerning three dimensions of historical narratives about a nation other than their own. These dimensions were: the establishment of the historical subject, the moral judgment about the national group actions, and the legitimacy of the ownership of the territory. The distinction among three different dimensions is presented as providing a better both theoretical and empirical comprehension of master narratives as sociocultural devices. Our results indicated that participants had a more critical representation about the second and third mentioned features, whereas they had a romantic conception about the first one, suggesting then that the establishment of the historical subject could be the core dimension of the master narrative. Finally, some considerations about the process of history consumption and its relations to national identity are presented.

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This article represents an attempt to establish a fruitful dialogue among the field of border studies, history education, sociocultural psychology, and the history of cartography. Seminal studies on borders have asserted that the historical maps included in textbooks are basically an imagined representation. This paper will consider the extent to which cultural and educational origins and uses of these maps, particularly in school settings, act as a support to historical essentialist views. Via the example of history education in Argentina, we carried out an empirical and theoretical examination of the processes of cultural production and consumption of historical maps and their relationship to historical master narratives. Results show that most laypeople largely think of national borders as possessing an essential and immutable character. We consider that closer study, from a sociocultural perspective, of the relationship between master narratives and historical maps may add an enriching element to the existing body of work produced by border studies.