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

in Journal of Educational Media, Memory, and Society
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  • 1 Kira Mahamud Angulo is an interim lecturer in the Department of History of Education and Comparative Education at the Universidad Nacional de Educación a Distancia (UNED) in Madrid kmahamud@edu.uned.es
  • 2 Yovana Hernández Laina is a doctoral candidate in the Department of History of Education and Comparative Education at the Universidad Nacional de Educación a Distancia (UN0ED) in Madrid yhernandez@edu.uned.es
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Abstract

In this article we analyze knowledge about economics conveyed via primary 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 factors, 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.

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