| Abstract | The interwoven dynamics underpinning national identity and collective memory have received growing interest from different disciplines in light of an increasingly globalized and multicultural world. In this context, history textbooks play an important role inasmuch as the introduction of history in classrooms in the 19th Century has aimed at transmitting a shared past in order to encourage subjects to identify with their nation. In psychology different studies have focused on history textbooks as cultural tools for memory and identity, drawing attention to their role in conveying a social representation of the nation’s historical past. Along these lines, this paper aims [...]
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