Do master narratives change among High School Students?: a characterization of how national history is represented

Master narratives frame students’ historical knowledge, possibly hindering access to more historical representations. A detailed analysis of students’ historical narratives about the origins of their own nation is presented in terms of four master narrative characteristics related to the historical subject, national identification, the main theme and the nation concept. The narratives of Argentine 8th and 11th graders were analyzed to establish whether a change toward a more complex historical account occurred. The results show that the past is mostly understood in master narrative terms but in the 11th grade narratives demonstrate a more historical understanding. Only identification appears to be fairly constant across years of history learning. The results suggest that in history education first aiming at a constructivist concept of nation and then using the concept to reflect on the national historical subject and events in the narrative might help produce historical understanding of a national past.This article was written with the support of projects EDU-2010-17725 (DGICYT, Spain) and PICT-2008-1217 (ANPCYT, Argentina), coordinated by the first author. We are grateful for that support

Decolonising imperial heroes:Britain and France

The heroes of the British and French empires stood at the vanguard of the vibrant cultures of imperialism that emerged in Europe in the second half of the nineteenth century. Yet imperial heroes did not disappear after 1945 as British and French flags were lowered around the world. On the contrary, their reputations underwent a variety of metamorphoses in both the former metropoles and the former colonies. The introduction to this special issue of the Journal of Imperial and Commonwealth History presents an overview of the changing history and historiography of imperial heroes half a century after the end of empire