Akademik Veri Yönetim Sistemi
Revista de Historiografia, cilt.2025, sa.40, ss.413-440, 2025 (ESCI, Scopus)
This study examines the evolution of Eurocentrism in history textbooks used in the Spanish educational system throughout the 20th century, with a particular focus on how nationalist ideologies and processes of national identity construction became intertwined with Eurocentric narratives in school education. From a historiographical perspective, textbooks are understood not merely as pedagogical tools, but as memory devices that legitimize dominant ideological and narrative frameworks. This article presents a qualitative and critical review of 23 academic studies published between 1984 and 2024, examining how scholarly research has addressed the representation of Europe and its cultural boundaries, the construction of the «Other», and the evolution of curricular approaches in history textbooks—from nationalist frameworks to more inclusive Europeanist narratives, albeit still shaped by strong Eurocentric features. The studies analyzed reveal that school textbooks often reproduce a linear, homogeneous, and hierarchical vision of Europe, where non-European voices tend to be silenced or portrayed through a lens of subordination. While some works point to a gradual shift toward more critical and plural historiographical approaches, the overall analysis indicates that Eurocentrism remains a prevailing paradigm in educational discourse. This ongoing trend poses important challenges for history education, particularly regarding the development of a critical, reflective, and inclusive citizenship.