[
Baron, C. (2012). Understanding Historical Thinking at Historic Sites. Journal of Educational Psychology, 104(3), 833–847. Accessible at: https://doi.org/10.1037/a0027476.10.1037/a0027476
]Search in Google Scholar
[
Billig, M. (1995). Banal Nationalism. London: Sage Publications
]Search in Google Scholar
[
Bisquerra Alzina, R. (Coord.) (2010). La educación emocional en la práctica. Barcelona, ICE-Horsori.
]Search in Google Scholar
[
Blair, D. J. (2016). Experiential Learning for Teacher Professional Development at Historic Sites. Journal of Experiential Education, 39(2), 130–144. Accessible at: https://doi.org/10.1177/1053825916629164.10.1177/1053825916629164
]Search in Google Scholar
[
Brooks, S. (2011). Historical empathy as perspective recognition and care in one secondary social studies classroom. Theory and Research in Social Education, 39(2), 166–202. DOI:10:1080/00933104.2011.10473452.10.1080/00933104.2011.10473452
]Search in Google Scholar
[
Carbó, G. (2015). Pensar l’educació des de la cultura. PhD thesis, Universitat de Girona.
]Search in Google Scholar
[
Cunningham, D. (2009). An empirical framework for understanding how teachers conceptualize and cultivate historical empathy in students. Journal of Curriculum Studies, 41(5), 679–709. DOI:10.1080/00220270902947376.10.1080/00220270902947376
]Search in Google Scholar
[
Espín, M. (2015). Juventud Global: Identidades y escenarios de actuación en clave cosmopolita. Revista de Estudios de Juventud. N. 109. Accessible at: https://issuu.com/injuve/docs/revista_estudios_juventud_109.
]Search in Google Scholar
[
Eurostat (2019). Cultural statistics. 2019 Edition. European Union. Accessible at: https://ec.europa.eu/eurostat/web/products-statistical-books/-/ks-01-19-712.
]Search in Google Scholar
[
Feixa, C., Nilan, P. (2009). Una joventut global? Identitats híbrides, mons plurals. Educació social, 43, 73-87.
]Search in Google Scholar
[
Feixa, C., Figueras, M. (2018). Emergence of (Hybrid) Youth Cultures. Communication Theory, 28(2), 224–228. Accessible at: https://doi.org/10.1093/ct/qtx013.10.1093/ct/qtx013
]Search in Google Scholar
[
Ferro, M. (1992). Comment on raconte l’histoire aux enfants. Petite Bibliotèque Payot / Documents. París VIè.
]Search in Google Scholar
[
Halbwachs, M. (1992). On Collective Memory, Chicago: University of Chicago Press.10.7208/chicago/9780226774497.001.0001
]Search in Google Scholar
[
Harris, B. K. (2016). Teacher Strategies for Developing Historical Empathy. Walden University, doctoral dissertation. Accessible at: https://scholarworks.waldenu.edu/dissertations/2979/.
]Search in Google Scholar
[
Keightley, E., Pickering, M. (2012). The Mnemonic Imagination: Remembering as Creative Practice. New York: Palgrave Macmillan.10.1057/9781137271549
]Search in Google Scholar
[
Kratz, S., Merritt, E. (2011). Museums and the future of education. On the Horizon, 19(3), 188–195. Accessible at: https://doi.org/10.1108/10748121111163896.10.1108/10748121111163896
]Search in Google Scholar
[
Lacoe, J., Painter, G. D., Williams, D. (2020). Museums as Classrooms: The Academic and Behavioral Impacts of “School in the Park.” AERA Open. Accessible at: https://doi.org/10.1177/2332858420940309.10.1177/2332858420940309
]Search in Google Scholar
[
Ministerio de Cultura y Deporte (2019). Encuesta de Hábitos y Prácticas Culturales en España. Madrid: Ministerio de Cultura y Deporte. Accessible at: https://www.culturaydeporte.gob.es/servicios-al-ciudadano/estadisticas/cultura/mc/ehc/portada.html.
]Search in Google Scholar
[
Mira, J. F. (1990). Cultures, llengües, nacions. Barcelona: La Magrana.
]Search in Google Scholar
[
Nora, P. (dir.) (1984). Les lieux de la mémoire. I. La République. Gallimard.
]Search in Google Scholar
[
OECD (2018). The Future of Education and Skills. Education 2030. Accessible at: https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf.
]Search in Google Scholar
[
Plantinga, T. (1992). How Memory Shapes Narratives. A Philosophical Essay on Redeeming the Past. The Edwin Mellen Press.
]Search in Google Scholar
[
Popov, A., Deak, D. (2015). Making sense of the ‘difficult’ past: transmission of political heritage and memory-work among young people across Europe. The Sociological Review, 63:S2, 36–52. DOI: 10.1111/1467-954X.12261.10.1111/1467-954X.12261
]Search in Google Scholar
[
Ricoeur, Paul (2000). La mémoire, l’histoire, l’oubli. Paris: Éditions du Seuil.
]Search in Google Scholar
[
Rovira-Martínez, M., Ferrer-Fons, M., Castellví, J., Hansen, N., Nuño de la Rosa, J. (2020). Country-based reports on cultural literacy practi ces in formal education (Spain, Catalonia). In: T. Zurabishvili, E. Marmer (Eds.), Country based reports: Cultural literacy practices in formal education (pp. 249–291). European Commission: CHIEF Project.
]Search in Google Scholar
[
Rovira-Martínez, M. (2011). Les memòries de la Transició. Un exercici de personalització de la his tòria. PhD thesis. Universitat Autònoma de Barcelona. Accessible at: https://www.educacion.gob.es/teseo/imprimirFicheroTesis.do?idFichero=qdW6yYwa%2Fho%3D.
]Search in Google Scholar
[
Scott, C. (2011). Museums: Impact and value. Cultural Trends, 15(1), 45–75. Accessible at: https://doi.org/10.1080/09548960600615947.10.1080/09548960600615947
]Search in Google Scholar
[
Worden, S. (2008). Visiting the Past as a Way to the Future: Virtual Environments for Social Memory Construction. Leonardo Electronic Almanac, 16(2–3), last updated on 28 September 2008. Accessible at: https://www.leonardo.info/LEA/perth-DAC/Sworden_LEA160203.pdf.
]Search in Google Scholar
