Everardo Perez-Manjarrez

Harvard University | Harvard · Harvard Graduate School of Education

This study discusses the relevance of morality in the explanation of controversial history. It presents a discourse analysis of two representative adolescents' narratives from Mexico and Spain about the 16th century Spanish Conquest of Mexico. The analysis finds that the adolescents' historical explanations interlace personal historical beliefs, mo...

This article addresses two understudied topics in history and identity research: How individuals assign and take up positions while they explain controversial history and the personal identity negotiation they experience in this process. The study uses positioning analysis to examine adolescents' negotiation of history and identity through their hi...

This study is an exploratory inquiry of the theoretical and empirical links between history teaching and citizenship education in youth civic engagement. One of the central premises of national historical narratives is to provide a story by which every member of the nation feels part of it. This common past is built on the grounds of significant ev...

In this chapter, we reflect upon the narrative construction of school history and the intersections between history, national identity, and citizenship in education. We aim to contribute to advancing history education research from the discussion of the current approaches in the field, based on the studies we have conducted in Latin America and Spa...

La Revolución Mexicana en las Escuelas En este capítulo se aborda la recreación histórica escolar de la revolución mexicana de 1910, sus principales características e implicaciones sociales y educativas. Dicho evento es uno de los hitos históricos de México. Marca el nacimiento del Estado moderno mexicano, sus principales leyes e instituciones, así...

How do young people discuss history online? What is at stake for them when they engage in debating colonial heritage? This chapter reports on the ways in which young people debate controversial history on social media platforms. Typically‚ is taken for granted that youth navigates digital environments with a clear understanding of the content and s...

Long dismissed as the domain of hobbyists and obsessives, historical reenactment—the dramatization of past events using costumed actors and historical props—has only in recent years attracted serious attention from scholars. Drawing on examples from around the world, Historical Reenactment offers a fascinating, interdisciplinary exploration of this...

To date, there is a large and growing body of research in history education. This research has given scholars more clarity in what history learning involves, at the same time that has made the field more contested (Carretero, Berger & Grever, 2017; Cajani, Lassig & Repoussi, 2019; Metzger & Harris, 2018; Thünemann, Zülsdorf -Kersting & Köster, 2019...

El objetivo de este libro colectivo es reunir trabajos de investigaciones realizadas en distintas regiones y países que permitan reflexionar en torno a los procesos de desarrollo territorial en diversas escalas. Se busca comprender, a través de diferentes herramientas teóricas y metodológicas, la acelerada y dinámica transformación de las realidade...

Background/Context Many studies have systematized the wide range of youth civic engagement mechanisms identified to date; however, how young people deal with a complex flux of sociocultural and personal variables which condition their scope of engagement has received less attention. Purpose/Objective/Research Question/Focus of Study This article a...

In this chapter we analyse the relations between historical maps included in textbooks and the narrative constructions of the past. The historical map is a contemporary pedagogical device that depicts the configuration of territory through human action, but most importantly, it explains historical phenomena led by connections of causality and histo...

History: Theory and Method Articles

In this paper we propose a broad and contextual framework for the study, understanding, and promotion of social justice in education. From our view, the three dimensions of social justice proposed by Fraser (2008), redistribution, recognition, and representation, could be seen as means or effective instruments to accomplish the achievement of the d...