Keywords
sociological analysis
historical narratives
collective identity
cultural memory
palimpsest metaphor
social construction of reality
interpretative frames
How to Cite
Abstract
This article explores methodological approaches to studying history textbooks by integrating sociological and historical perspectives. Textbooks serve not only as educational tools but also as mechanisms for shaping collective identity. By employing macro-social contextual analysis and examining interpretative frames, the study sheds light on how historical narratives are constructed and reconstructed in response to contemporary and future social needs. Drawing on the metaphor of the palimpsest proposed by M. van der Vlies, the article conceptualizes textbooks as spaces where traces of past narratives persist, shaping successive interpretations. This perspective highlights the ways in which historical narratives are continuously rewritten, negotiated, and reinterpreted, as well as how the dynamic interaction of different memory layers influences meaning-making. By integrating historical and sociological approaches, the study offers a deeper understanding of textbooks as carriers of cultural memory and instruments of social reality construction.
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