This paper presents the results of a research project carried out in Portomarín, a small town in Galicia (Spain), which was flooded as a result of the construction of a dam in 1963. A new town was built a short distance away, but a strong sense of rootlessness remains among the inhabitants of the town. To what extent does the population of Portomarín recognise its memory regarding the forced removal as heritage? What means can be employed to incorporate the historical process of the forced removal into its identity? How can heritage education contribute towards the population overcoming these feelings of rootlessness? The inhabitants’ conceptions of their forced removal were identified, and an educational activity was implemented in the town’s school regarding the process of the removal. The hypothesis is confirmed that a community that does not foster intergenerational dialogue about its past (which in this case was traumatic) and does not develop its own strategy to assist in explaining and understanding its local history does not construct a shared identity.

Estudio exploratorio en el que se identifican las concepciones del profesorado gallego sobre el patrimonio y la forma en que se trabaja en el aula. Participan en el estudio 76 docentes en activo de las etapas de infantil, primaria y secundaria, pertenecientes a 20 centros educativos de la provincia de A Coruña (Galicia). Para la recogida de información se diseña un cuestionario con nueve preguntas abiertas. Los datos se analizan a través de ocho categorías que se subdividen en variables, creadas a partir de las respuestas obtenidas y teniendo en cuenta estudios similares. Los resultados más relevantes muestran: a) falta de correspondencia entre investigación y enseñanza, b) cierta aleatoriedad en el diseño y la implementación de actividades de educación patrimonial. El estudio apunta hacia varias direcciones en las que parece deseable avanzar para la mejora en ámbito de la educación patrimonial: institucionalización, formación continua, investigación e innovación y comunidades de aprendizaje en torno a la educación patrimonial.

Nacionalismos y Europeísmos en los Libros de Texto: Identificación e Identidad Nacional

This article analyzes students’ statements regarding the teaching of “controversial issues” during the first cycle of secondary school. The survey covered 1,210 Chilean students in a random, stratified, non-probabilistic sample. Descriptive statistics were used and a typology of teachers was defined. The most controversial issues correspond to human rights violations. There is no correlation between the level of controversy of a topic and its teaching. The teachers present different interpretations and develop innovative activities, strategies, teaching procedures and evaluations. Students play an active role, value dialogue, ask for their teacher’s’ opinion, and want to construct their own interpretations about history. However, in order for a pedagogical transformation to occur, empowering and transformative practices must be deployed.

In recent decades, Historical Thinking and Historical Consciousness have been two fundamental axes of research in history education. The first approach combines the use of historical sources and the work of the historian. The second includes the social function of history, identity, memory and civic and moral education. These two approaches attempt to provide students with the necessary intellectual tools for analysing the past and relating it to an understanding of problems in the present time. This article reviews the development and shaping of the knowledge domain of history education between 2000 and 2019 in the WoS (Web of Science). To this end, several techniques and tools were used, including R‐package Bibliometrix and VOSviewer. Our analysis identifies five clusters of topics underpinning history education as a specific field of knowledge. This review highlights the fact that research topics associated with Historical Thinking and Historical Consciousness have gradually acquired a more central role to the detriment of History Textbooks or topics generally related to History. Finally, we describe how the term History Educationfunctions as a marker for this knowledge domain.

The evaluation of programmes is necessary in order to improve their implementation and development. This paper includes the results of the evaluation of a heritage education programme entitled Patrimonializarte. It was carried out over the course of one academic year with six groups of early years, primary and secondary schoolchildren from two schools in Galicia (Spain). A holistic conception of heritage was assumed, and the evaluations of the opinion groups were gathered, analysing those of 59 direct and indirect agents (teachers, families, local heritage managers and members of the local authorities. The data were collected via questionnaires with open responses and discourse analysis was performed on the responses. The most significant results show that: (a) the teachers valued the methodology and the objectives achieved extremely positively; (b) the families particularly valued the significant learning achieved by their children regarding elements of local heritage; and (c) the local authorities and heritage managers valued the programme as it has demonstrated the need for more collaboration with schools. The programme analysed has been shown to be useful, efficient and effective and has achieved a (largely unexpected) impact on the families involved and on the local community.