Identidad y alteridad en libros de texto escolares: un estudio de caso sobre la representación de Al-Andalus

Irina Rasskin-Gutman, Ignacio Bresco de Brescó de Luna

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

The present paper features an analysis of how different forms of otherness —understood as the other side of identity— are articulated through the representation of Al-Andalus in a textbook of Social Sciences used in a secondary school in the Community of Madrid, Spain. Drawing on the concept of schematic narrative templates, we aim to examine the extent to which the teaching of Al-Andalus, in classrooms with students from different national and religious backgrounds, keeps on promoting a narrative rooted in Spain’s collective memory and national identity. The results show that the term Reconquista continues to appear, on occasions, as a milestone in the storyline, thus projecting a particular historical continuity between the groups of Christian settlers who fought against the Muslims and the Spaniards today. As for the Muslim past of the Iberian Peninsula, it tends to be framed in terms of alterity, whether in a negative light as the exotic-threatening-other or, in a more positive tone, as the exotic-admirable-other. The article concludes with some reflections on the teaching of history in increasingly multicultural classrooms
OriginalsprogSpansk
TidsskriftAvances en Psicología Latinoamericana
Vol/bind37
Udgave nummer3
Sider (fra-til)471-488
ISSN1794-4724
DOI
StatusUdgivet - dec. 2019

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Identidad y alteridad en libros de texto escolares: un estudio de caso sobre la representación de Al-Andalus. / Rasskin-Gutman, Irina; Brescó de Luna, Ignacio Bresco de.

I: Avances en Psicología Latinoamericana, Bind 37, Nr. 3, 12.2019, s. 471-488.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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