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The main objective of this research project is to analyze the role of what is known as economic culture, transmitted by schools, as a factor in political socialization and the creation of national identity in Spain, from the late Francoist period (specifically from the introduction of the Economic Stabilization Plan of 1959) until the late 1980s (with Spain's entry into the European Economic Community in 1986 being a key date). It also aims to examine the evolution of understandings of economic, labor, and consumer relations, as presented in the school curriculum and their embodiment in textbooks. In this sense, it seeks to determine what kind of economic awareness is being developed among Spaniards during the crucial stage of schooling. The primary sources of analysis will be the official curricula and their development in school textbooks. This study builds upon the findings of two previous investigations into the characteristics of citizenship and political culture in democratic Spain – SEJ 2007-66097/ EDUC and EDU2012-32162. These investigations indicate that, during the late Francoist period and up to the end of the Transition, there was a shift in the foundation of emotional values considered legitimate, moving from a strong patriotic and religious-transcendental matrix towards a more secularized one, linked to improvements in daily life, economic progress and development, and the social well-being achieved through the expansion of education and access to medical and healthcare services; in short, to the social well-being achieved by society as a whole thanks to the effectiveness of economic and political management. The results of these two investigations are further complemented by the main conclusions of González Delgado (2014), which point to a transformation of the school curriculum resulting from the modification of cultural, political, and economic patterns, often a product of interactions and struggles among different social actors. Among these agents, those linked to the economic sphere in our country stand out, an aspect that will be explored in greater depth in the research proposed in this new project. Objectives: a) To discover which elements of the economic culture taught in schools may be linked to the development of a new national identity related to the country's economic evolution; b) To identify the changes and continuities that appear in humanities and social science textbooks regarding different topics related to the economic sphere during the period mentioned; c) To observe whether there is sexist discrimination in the roles attributed to men and women in their contribution to the country's economic development. The analysis of the curriculum and textbooks will be compared with the analysis of other documents and extracurricular sources, such as films, NO-DO newsreels, television programs, and advertising, which serve to ascertain the degree of continuity or discrepancy between school and non-school discourses; therefore, to determine whether school content was reinforced or challenged by the media and other non-formal and informal education agencies. [/vc_column_text][/vc_tta_section][vc_tta_section title=»Abstract» tab_id=»abstract»][vc_column_text]
The research project aims to explore the role developed by Economic Culture, which was broadcast through the school as a factor of political socialization and creation of national identity in Spain during Franco's Dictatorial regime (1959, Plan de Estabilización Económica) and the first fifteen years in democracy (1986, date of inclusion of Spain in the European Community). This research project also strives to discover the evolution in the conceptions concerning economic, occupational and consumer relationships in the school curriculum and textbooks during this period. The objective in this case is to ascertain which type of economic awareness was being transmitted to Spanish schoolchildren. The national curriculum and its development in school textbooks will be employed as main sources of analysis. We set off, partly, from the results of three previous research projects on the characteristics of citizenship and political culture in democratic Spain (SEJ 2007-66097/ EDUC, EDU2012-32162) and HAR2009-12073. These results enable the formulation of the following hypothesis: from the start of Franco's Dictatorial regime to the end of the transition to democracy in Spain, there was a displacement on the grounds of emotional values considered as legitimate. The patriotic and religious component became one single component linked to the improvement in life quality, the progress and economic development, and social welfare achieved in education and health, due to the efficacy of the economic and political public management. The main conclusions of González-Delgado's thesis (2014) have complemented the basis of our hypothesis. According to that thesis, the school curriculum is transformed by modifications in the cultural, political and economic patterns, frequently caused by interactions and struggles between different social agencies. An essential role is played by economic agencies in our country; an element that this research project wants to emphasize. The main objectives of this research project are: a) to identify which elements of the Economic Culture, broadcast through the school curriculum and textbooks in the humanities and social sciences, can be linked to the development of a new national identity connected to the economic evolution in Spain from the end of autarchy in the fifties until the start of capitalism in the eighties of the last century; b) to analyze the changes and continuities of different economic topics in the curriculum and in textbooks in the humanities and social sciences in that period; c) to assess whether there was sexist discrimination in the roles attributed to men and women in relation to their contributions to the economic development in Spain. The analysis of the curriculum and manuals will be contrasted with the analysis of other documents and sources, such as movies, the NODO (a kind of institutional advertising), TV-programmes, and advertising, to determine the degree of continuity or discrepancy between school and non-school discourses. Therefore, we will be able to find out whether school knowledge is either being reinforced or challenged by the media and other agencies of non-formal and informal education.
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