SEMINARS

Flecha
Our group has been intensely working for a long time on pioneering international research on the development of historical thinking. As early as 1992 and 1994 we have held two seminars, funded by UAM, the AEI and the Spain-USA Joint Committee for Cultural and Scientific Affairs, which resulted in the books Cognitive and Instructional Processes in History and Social Sciences (Erlbaum) (Carretero and Voss, 1994) and Learning and Reasoning in History (Routledge) (Voss and Carretero, 1998) with contributions by seminal authors in the field of history education, such as S. Wineburg, P. Lee, J. Wertsch, B. von Borries. These publications contributed to establishing and strengthening the area of history education as a field of study, with ties to the processes of knowledge construction, text comprehension, historical problem-solving and relations with collective memory. Since that time, new and varied topics have developed by the Seminars organized by our group.

INTERNATIONAL SEMINARS

2019 / HISTORY EDUCATION IN THE DIGITAL AGE
The enormous transformations introduced by digitization open up enormous possibilities for history teaching. Video games, films, and digital books, among others, are analysed in this book as not always hopeful challenges for a better history education.
2017 / HISTORICAL REENACTMENTS. NEW WAYS OF EXPERIENCING HISTORY
In recent years there has been a growing interest in the study of historical commemorations, which are a common and increasingly used practice in many countries, both inside and outside of school. This seminar addressed these issues from an interdisciplinary point of view with the participation of historians (V. Agnew, B. Niven, RJ. Adriaansen) and researchers on memory studies (B. Wagoner).
2014 / PALGRAVE HANDBOOK ON RESEARCH ON HISTORICAL CULTURE AND EDUCATION
The goal of this Seminar was to develop an overview of the main fields of study on history teaching, in formal and informal contexts, at the international level, in order to produce a handbook by the same name (Carretero, Berger & Grever, 2017). David Lowenthal’s comments on this work were: “The editors are to be congratulated on providing scholars and students with an invaluable compendium of original and up-to-date materials on the theory and practice of history teaching from a huge range of diverse cultures. At a time of increasing pressure to nationalize history teaching, it is especially useful to have this uniquely international and interdisciplinary set of provocative analyses essential for much-needed comparative global perspectives.
2010 / HISTORY TEACHING AND THE CONSTRUCTION OF NATIONAL IDENTITIES
This seminar addressed the relationship between these two major themes from an interdisciplinary point of view, with the participation of historians (S. Berger, M. Grever), cultural psychologists (J. Valsiner) and influential researchers in the field (K. Barton, P. Seixas, S. Wineburg). The Seminar resulted in the book by the same title (Carretero, Asensio & Rodríguez-Moneo, 2011).
2004 / HISTORY TEACHING AND COLLECTIVE MEMORY
Two meetings were held on this topic, one at UAM and the other at FLACSO (Argentina), financed by the ALFA Programme (Cooperation between the EU and Latin America). Researchers from Argentina, Colombia, Chile, France, Italy, and Spain participated. The book by the same name (Carretero, Rosa and Gonzalez, 2006, Paidos) was translated into Portuguese (Artes Medicas).