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This book reveals how school memories offer not only a tool for
accessing the school of the past, but also a key to understanding
what people today know (or think they know) about the school of the
past. It describes, in fact, how historians' work does not purely
and simply consist in exploring school as it really was, but also
in the complex process of defining the memory of school as one
developed and revisited over time at both the individual and
collective level. Further, it investigates the extent to which what
people "know" reflects the reality or is in fact a product of
stereotypes that are deeply rooted in common perceptions and thus
exceedingly difficult to do away with. The book includes fifteen
peer-reviewed contributions that were presented and discussed
during the International Symposium "School Memories. New Trends in
Historical Research into Education: Heuristic Perspectives and
Methodological Issues" (Seville, 22-23 September, 2015).
This book reveals how school memories offer not only a tool for
accessing the school of the past, but also a key to understanding
what people today know (or think they know) about the school of the
past. It describes, in fact, how historians' work does not purely
and simply consist in exploring school as it really was, but also
in the complex process of defining the memory of school as one
developed and revisited over time at both the individual and
collective level. Further, it investigates the extent to which what
people "know" reflects the reality or is in fact a product of
stereotypes that are deeply rooted in common perceptions and thus
exceedingly difficult to do away with. The book includes fifteen
peer-reviewed contributions that were presented and discussed
during the International Symposium "School Memories. New Trends in
Historical Research into Education: Heuristic Perspectives and
Methodological Issues" (Seville, 22-23 September, 2015).
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