Fostering National Identity, Hindering Historical Understanding

Rodríguez, César López; Carretero, Mario; Rodríguez-Moneo, María

doi:10.1007/978-1-4614-8821-7_11

Cited by 8 publications

(7 citation statements)

References 20 publications

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“…En los últimos años han crecido las investigaciones sobre cómo los estudiantes comprenden estos conceptos y elaboran sus propias narrativas (López, Carretero y Rodríguez-Moneo, 2014a, 2014b. Diversos estudios subrayan que, en su mayoría, los estudiantes entienden dichos conceptos de un modo esencialista y nacionalista.…”

Section: Los Estudiantes Y Las Narrativas Nacionalesunclassified

Las narrativas nacionales en la enseñanza y el aprendizaje de la historia: Una revisión sobre los libros de texto y las narrativas de los estudiantes

Rodríguez

2020

Panta Rei

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Tradicionalmente, las narrativas nacionales han jugado un papel central en la enseñanza y el aprendizaje de la historia. Sin embargo, desde finales del siglo XX, existe un énfasis en señalar lo inadecuado de estas narrativas para el desarrollo del pensamiento histórico. Este artículo, mediante una revisión sistemática, analiza la evolución del papel de las narrativas nacionales en los últimos 25 años. Para ello, se analiza por un lado el papel de las narrativas nacionales en los manuales de historia. Por otro lado, se recogen los principales avances producidos en cómo los estudiantes narran la historia de su nación. Las investigaciones muestran una pervivencia de estas narrativas nacionales en la transmisión y comprensión del pasado, si bien continúan surgiendo proyectos relevantes para desnacionalizar la enseñanza del pasado. Finalmente, se discuten algunos de los retos futuros que se plantean para este tipo de investigaciones. Traditionally, national narratives have played a central role in the teaching and learning of history. However, since the end of the 20th century, history educators have pointed out how these narratives can hinder the development of historical thinking. Through a systematic literature review, this article analyses the role of national narratives as it has evolved in the last 25 years. On the one hand, studies focused on the role of national narratives in history textbooks are analysed. On the other hand, the article reflects on the advances in research on how the students narrate the past of their nation. In general, research shows the relevance of these national narratives in the way the past is produced and consumed. Nevertheless, new projects continue to emerge which propose to denationalize the past. Finally, some of the new challenges for this line of research are discussed.

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Section: Los Estudiantes Y Las Narrativas Nacionalesunclassified

Las narrativas nacionales en la enseñanza y el aprendizaje de la historia: Una revisión sobre los libros de texto y las narrativas de los estudiantes

Rodríguez

2020

Panta Rei

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“…As schematic narrative templates, national narratives are socio-culturally and context dependent. However, national narratives in different nations share some particular features (Carretero & Berm udez, 2012;Lopez, Carretero, & Rodr ıguez-Moneo, 2014):…”

Section: National Narratives and The Triumph Over Alien Forces Schemementioning

confidence: 99%

When ‘we’ are the alien forces: Misremembering the Conquest of America through the ‘Triumph over alien forces’ schematic narrative template

Rodríguez

2019

Culture & Psychology

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National narratives about the past play a central role in the construction of collective memory and national identity. Drawing on Wertsch’s notion of a schematic narrative template, the purpose of this article is to explore how Spanish university students’ narratives of the Conquest of America and the Latin American independence processes are informed by the ‘triumph over alien forces’ general scheme. The author proposes that this particular scheme mediates the misremembering of these foundational events while supporting key features of national narratives, such as the naturalized nature of the nation and national identity and the nation’s bond with a natural territory. Using a qualitative analysis, students’ narratives were confronted with the ‘triumph over alien forces’ plot. The results indicate that most students’ narratives conformed to the ‘triumph over alien forces’ scheme, misleading their understanding of the past. The article concludes with a discussion of the implications of the powerful presence of this scheme for developing collective memory and its impact in hindering historical understanding.

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“…Wertsch (2004) indicated that a narrative template often underlies stories about the national past, for example, a "quest for freedom" or "triumph-overalien-forces" template. In many countries, teachers and history textbooks give students romantic and essentialist narratives about the nation (Barton & Levstik, 2004;Lopez, Carretero, & Rodríguez-Moneo, 2014). Lopez et al (2014) asked students to explain the "reconquest" of Spain in the late Middle Ages.…”

Section: A Sociocultural Perspective: Disciplinary History and Collective Memorymentioning

confidence: 99%

“…In many countries, teachers and history textbooks give students romantic and essentialist narratives about the nation (Barton & Levstik, 2004;Lopez, Carretero, & Rodríguez-Moneo, 2014). Lopez et al (2014) asked students to explain the "reconquest" of Spain in the late Middle Ages. The students applied national adjectives to the territory and the people that inhabited the Iberian Peninsula and judged the Muslim conquests as illegitimate and the Christian Spanish conquests as legitimate.…”

Section: A Sociocultural Perspective: Disciplinary History and Collective Memorymentioning

confidence: 99%

Historical Reasoning

Boxtel

Drie

2018

The Wiley International Handbook of History Teaching and Learning

130

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Fostering National Identity, Hindering Historical Understanding

Cited by 8 publications

References 20 publications

Las narrativas nacionales en la enseñanza y el aprendizaje de la historia: Una revisión sobre los libros de texto y las narrativas de los estudiantes

Las narrativas nacionales en la enseñanza y el aprendizaje de la historia: Una revisión sobre los libros de texto y las narrativas de los estudiantes

When ‘we’ are the alien forces: Misremembering the Conquest of America through the ‘Triumph over alien forces’ schematic narrative template

Historical Reasoning

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