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Teaching Economics with Spanish Primary School Textbooks during the Franco Dictatorship and the Transition to Democracy (1962–1982)

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dc.contributor.authorMahamud Angulo, Kira
dc.contributor.authorHernández Laina, M. Yovana
dc.date.accessioned2025-08-29T10:32:27Z
dc.date.available2025-08-29T10:32:27Z
dc.date.issued2017-03-01
dc.descriptionThis is the accepted manuscript of the article. The registered version was first published in Journal of Educational Media, Memory, and Society, 9(1), 71-99, is available online at the publisher's website: https://doi.org/10.3167/jemms.2017.090105
dc.descriptionEste es el manuscrito aceptado del artículo. La versión registrada fue publicada por primera vez en Journal of Educational Media, Memory, and Society, 9(1), 71-99, está disponible en línea en el sitio web del editor: https://doi.org/10.3167/jemms.2017.090105
dc.description.abstractIn this article we analyze knowledge about economics conveyed via pri- mary school textbooks published during the late Franco dictatorship and the years of transition to democracy in Spain. Starting from the premise that the process of political socialization and identity construction is based partly on economic fac- tors, we examine the evolution of the content of economics in textbooks during and after the technocratic phase of planning and development. We elucidate ways in which economic culture is transmitted in schools, identifying certain values, principles and patterns of sociopolitical thought that this culture upholds and projects.en
dc.description.versionversión final
dc.identifier.citationMahamud Angulo, K. and Hernández-Laina Y. (Spring 2017). Teaching Economics with Spanish Primary School Textbooks during the Franco Dictatorship and the Transition to Democracy (1962-1982). Journal of Educational Media, Memory, and Society, Special Issue: Textbooks in Periods of Political Transition after the Second World War, Guest editors: Kira Mahamud and Anna Ascenzi, 9(1), 71-99. DOI: https://doi.org/10.3167/jemms.2017.090105
dc.identifier.doihttps://doi.org/10.3167/jemms.2017.090105
dc.identifier.issn2041-6938 | eISSN 2041-6946
dc.identifier.urihttps://hdl.handle.net/20.500.14468/29955
dc.journal.issue1
dc.journal.titleJournal of Educational Media, Memory, and Society
dc.journal.volume9
dc.language.isoen
dc.page.final99
dc.page.initial71
dc.publisherBerghahn Journals
dc.relation.centerFacultad de Educación
dc.relation.departmentHistoria de la Educación y Educación Comparada
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject58 Pedagogía
dc.subject55 Historia
dc.subject.keywordseconomic cultureen
dc.subject.keywordsFranco dictatorshipen
dc.subject.keywordsidentityen
dc.subject.keywordspolitical education and socializationen
dc.subject.keywordstechnocracyen
dc.titleTeaching Economics with Spanish Primary School Textbooks during the Franco Dictatorship and the Transition to Democracy (1962–1982)en
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication36188b04-b3ac-4d65-83cb-b048ea4d64b9
relation.isAuthorOfPublicationd0493812-3401-4051-a0ec-31753decc742
relation.isAuthorOfPublication.latestForDiscovery36188b04-b3ac-4d65-83cb-b048ea4d64b9
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