Mahamud Angulo, KiraHernández Laina, M. Yovana2025-08-292025-08-292017-03-01Mahamud 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.2017.0901052041-6938 | eISSN 2041-6946https://doi.org/10.3167/jemms.2017.090105https://hdl.handle.net/20.500.14468/29955This 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.2017.090105Este 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.2017.090105In 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.eninfo:eu-repo/semantics/openAccess58 Pedagogía55 Historiajournal articleeconomic cultureFranco dictatorshipidentitypolitical education and socializationtechnocracy