| dc.description.abstract | In 1960, the Mexican government, through the Secretary of Public Education (SEP), implemented a policy of standardized textbooks for all. Every school student in the country, be they in public or private education, would receive a textbook for each subject of every grade free of charge. Since then, there have been nine sets of books, called generations. Throughout these generations, there are substantial changes on how they are written and how they portray certain people or events. This thesis explores those differences in the narrations and images of historic events in Mexico. More specifically, the thesis focuses on the History books used in 4th and 5th grade of elementary school from the generations of 1960, 1993, and 2014. I examine the changes in the representation of Spain, the Catholic Church, the United States, and historical figures important to Mexican history across the generations. The thesis is based on document analysis, particularly drawing on discourse analysis. I combine elements from Critical discourse analysis (CDA) and Discursive psychology to explore the content of the textbooks from different angles, particularly emphasizing the role of the textbooks in forging a national identity and national cohesion through the exaltation of heroes and common enemies. The textbooks are seen as tools for the Mexican state in the construction of a common identity, to promote collective views and values, to legitimize governments, and to impact the perception of external actors, such as Spain, the Church and United States. | en_US |
