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Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and challenges the colonial concept of monologic authorial voice. Across the reflections on participants' own engagements with questions of decolonising language teaching and learning, we pull together three threads: the inherent coloniality of the concepts that shape the very disciplines we seek to decolonise; the need to place decolonial efforts within broader contexts and to be sceptical of projects claiming to have completed the work of decolonising language teaching and learning; and the affordances and limitations offered to us by our positionalities, which the reflexivity of the conspirational encounter has allowed us to explore in some depth. The article closes with a reflection on the process of writing this article, and with the assertion that decolonising the curriculum is a multifaceted and open-ended process of dialogue and conspiration between practitioners and researchers alike.

The article focuses on the role of youth in public disturbances that took place during the early modern age in the autonomous community of Navarre, Spain, between 1512 and 1808. The author asserts that youth comprised the majority of public disorders in Navarre during this time period, followed by clergy members and professionals. Gangs and students were among the youth, and many of the disturbances can be contributed to a lack of responsibility due to young age and lack of employment.

This paper analyses the conceptions of a group of students about geological time and its relation to physical landscape formation, focusing on the frequency and rate of a number of geological processes that have shaped our planet over time and that are involved in the formation of the current relief. Data were collected by means of a questionnaire that was administered to 199 university students from a Spanish public university. A total of 185 of them were pre-service teachers and 14 were geology students. Results demonstrated that pre-service teachers had trouble correctly answering questions about the current relief, but especially those questions related to landscapes throughout the history of Earth. Data analysis was done, taking into account pre-university students' tuition, and results showed that those who had taken a high school branch of sciences and technology obtained better results than those who had taken a humanities and social sciences branch. These latter also obtained better results than those who had taken arts as a high school branch. Furthermore, pre-service teachers had difficulties mastering mid-time magnitudes, which ended up making it difficult for them to understand how the physical landscapes were formed. Finally, from the obtained results, some curricula implications are discussed.

This paper analyzes the political dimension of Miguel Masriera's (1901–1981) science popularization program. In the 1920s, Masriera worked at the Swiss Federal Institute of Technology (ETH) in Zurich – with Hermann Staudinger, the luminary of polymer chemistry – to later become a lecturer of theoretical and physical chemistry at the University of Barcelona. After living in exile in Paris, at the end of the Civil War he returned to Spain but never recovered his position. Instead, Masriera became an active popular science writer and adapted to the severe constraints of General Franco's military dictatorship (1939–1975). Inspired by the astronomer Arthur Eddington's world view, Masriera wrote and translated popular science books, and published articles in daily newspapers and journals. By examining Masriera's popular works, in particular his program for spreading “atomic culture” in Spain during the Cold War, this paper aims to contribute to the assessment of the role of science popularization in the domestic legitimization of that dictatorial regime and also its use as a vehicle for international recognition abroad. [ABSTRACT FROM PUBLISHER]

During the course of the Spanish Civil War, Francoists set up special teams to seize documents from organizations which had backed the Popular Front government. In the immediate wake of occupation, these squads would frequently enter towns and cities and appropriate lorry loads of paperwork which they ferried to Salamanca. Nationalist officials trawled through their copious bounty in order to scout out the names of opponents who could be punished for their activities in favour of the Republic. For good reason historians have viewed the Salamanca Papers as a stark example of state directed plunder. By focusing on the role of volunteers in willingly providing information to the authorities, this article seeks to complement the focus on the role of the state. The article also shows that the authorities exploited the information they gleaned to pick out and reward supporters as well as identify and punish enemies. The article further discusses some of the efforts made by Salamanca officials to return documents to Francoists. By examining the Salamanca Papers from these perspectives, the article seeks to throw light upon the close ideological and emotional identification between Francoist state officials and some of their eager supporters. [ABSTRACT FROM AUTHOR]

Studies show the importance of non-cis-heteronormative referents for LGBT+. The object of this paper is to explore LGBT+ referents for teenagers on the basis of the results of the "Survey on Adolescence and Sexual Diversity," which was distributed to Spanish high school students in the fourth grade of compulsory secondary education The sample was composed of 128 students aged 15-18. About 56.2% identified as girls, 43.8% identified as boys; none identified as non-binary or trans. The results of the quantitative analysis of the survey data highlight the invisibility of non-heteronormative identities and the role of the media as the main purveyor of these identities. Suggestions are offered for the transformation of communicative spaces to embrace diversity and inclusivity.

This paper focuses on three Southern European countries, Italy, Portugal and Spain, to explore examples of projects that provide signposts for a critical popular education that contributes to an ongoing democratic process--one whereby citizens are developed as social actors and members of a collectivity rather than simply passive producers/consumers. This approach would serve as an alternative to the traditional "top-down" and current hegemonic economy-oriented discourses. In so doing, the paper seeks to redress an imbalance in the English language adult education and learning literature that often overlooks alternative discourses to the mainstream on and from this part of the world.

El artículo discurre sobre el impacto de la Primera Guerra Mundial en la España neutral.

Nurses as professionals of health, childhood education teachers, social workers and caregivers, join a group of "feminine professions" which grew through policies of a welfare state in postwar constructive period, or in times of postwar accords (Jones, 1983). These professions are under challenge because of neoliberal policies and practices in the 21st century. In the paper, we want to give lights to the contradictory situations nurses face, as workers and as care keepers. Nurses, suffer of a combination of public and private functions, at work, at home, and when caring family relatives. The way women feel about their role as professionals, and as women and workers, is illuminative, as we enquired in a funded research developed with nurses in the community of Navarra, Spain, first from 1993 to 1996, and next, checking a continuity each ten years, 2006 and next 2016.

In this paper I analyse the state of development education (DE) in Spain, considering the specific context of the country, its history and the challenges it currently faces. I provide a review of the overall policy framework, highlighting the Spanish Cooperation Strategy on DE as a significant turning point in the consolidation of DE. Theoretical development is explained and the role of the main stakeholders, such as public bodies, non-governmental development organizations (NGDOs) and schools are discussed. I evaluate the roles that all of these organizations have played in promoting DE in compulsory education. The conclusions assess some of the strengths and weaknesses of DE in Spain as well as some of the current challenges.

The paper provides an example of how immigration is constructed by receiving societies as a comprehension or language problem that requires special solutions. It focuses on the application of Easy-to-Read, a simplified register currently in expansion which addresses different groups of people with intellectual disabilities, to immigrants in Spain. Following a general introduction on the glottopolitical approach to migration processes and a historical overview of tendencies of discursive simplification in Europe and the Americas, the co-text of the term 'immigrants' in a corpus including drafting guides of Easy-to-Read, newspapers and websites of the supporters of this variety is analysed in the empirical part. Methods of semantic discourse analysis (semantic relations and prototype theory) allow to identify new meanings and categories that are constructed in the selected texts ('immigrant' as a co-hyponym of 'person with a disability').

This paper presents an analysis of teachers' questions and students' responses in content and language integrated learning (CLIL) classes of history. Through the combined application of genre theory and a typology of CLIL teacher academic questions, the study aims at contributing to the understanding of how CLIL students use the foreign language to express academic meanings. The data are part of the UAM-CLIL project, which focuses on the systemic-functional analysis of CLIL students' language production. In this paper, we analyze class discussions on various topics in two secondary schools. These discussions were carried out at the end of a topic and followed a prompt that aimed at triggering participation in different history genres: recount, account, explanation and argument. The aim of the study is twofold: first, the academic questions used by the teachers are classified in relation to the genre triggered by the prompt; second, we analyze the length and complexity of the students' responses. The results show that the teachers did not always ask the questions related to the prompt. In fact, they frequently used questions for facts, which usually triggered shorter and less complex responses than other types.

Spain has followed the lead of other Western countries by establishing new citizenship requirements for immigrants. In 2015, the "Real Decreto" 1004/2015 was passed, making both knowledge of culture and history of Spain and knowledge of Spanish language a requisite for immigrants wishing to become citizens. In order to fulfill this legal requirement, immigrants need to take two exams: the Conocimientos Constitucionales y Socioculturales de España and the Diplomas de Español como Lengua Extranjera (DELE), which are both administered by the Instituto Cervantes. This paper analyses some of the discourses that surrounded the introduction of the new testing regime. Given the complex socio-political and historical context of Spain, establishing a requirement in Spanish for new citizens reinforces the subordination of other co-official languages such as Galician, Basque and Catalan. Beyond the ideological forces at play, we also highlight the monetization of compulsory tests and its benefits for test administrators. Furthermore, we bring attention to the fact that the DELE, a language test that was originally designed for other purposes and pre-dates the new citizenship legislation, is now being employed for high-stakes immigration, subverting the original purpose of the test. We highlight the problems this causes in terms of test effect, validity and ethics. Finally, we caution that greater reflection is required regarding the need for such tests, including more research on individuals experiencing the new naturalization process.

Although a large number of Spanish secondary schools have preserved an important scientific heritage, including large scientific instrument collections, this heritage has never been officially protected. Their current state is very diverse, and although several research projects have attempted to initiate their recovery and use, their lack of coordination and wide range of methodological approaches has limited their impact. This paper presents a case-study integrated in a new project supported by the Catalan Scientific Instrument Commission (COMIC) whose final aim is the establishment of a research hub for the preservation, study and use of Spanish scientific instrument collections. Major aims in this project are promoting a better coordination of Spanish projects in this field, and furthering international research on science pedagogy and the material culture of science. The major focus of COMIC is currently the recovery of secondary school collections. This paper provides first, a historical account of the development of secondary education in Spain, and the contemporary establishment of physics and chemistry school collections. Second, we focus on a case-study of three Spanish schools (Valencia, Castellon, and Alicante). Finally, we provide a brief overview of current projects to preserve Spanish school collections, and discuss how COMIC can contribute to help to coordinate them, and to take a step forward interdisciplinary research in this context.

Roots in Spanish Psychology dated back to Huarte de San Juan (1575). From this period to nowadays, Psychology has notably developed, branching in different areas such as psychology and sports and physical exercise, clinical and health psychology, educational psychology, psychology of social intervention, legal psychology, work and organisational psychology, and psychology of road safety. This paper includes a review of psychology students, students and population's image about psychology, psychology study plan and profile in Spanish universities, and functions of Spanish practitioners. Finally, the future of psychology in Spain is dealt, focusing on the necessary improvements to its advance. (Contains 3 figures, 2 tables and 4 footnotes.)

This paper analyzes patterns of code switching found in a small group of first and second generation Catalan immigrants in Mexico, and is part of a wider study on the impact of exile upon the construction of identity in the discourse of political immigrants in Latin America. With regard to the pragmatic exploitation of code switching, it argues that code switching is used by bilinguals even when a monolingual alternative is available, either because changing languages at a specific point in conversation reduces the processing effort involved in interpreting the stretch of discourse where the switch occurs, or because the shift of code adds cognitive effects to the overall interpretation of the message. The paper focuses on the effects of "ad hoc" concept construction,--a well studied phenomenon in monolingual discourse--on the presentation of self in bilingual discourse, analyzing cases when the pragmatically derived "ad hoc" concept involves a switch of codes. It is argued that this mechanism helps subjects represent themselves in bilingual conversation as distinct both from Mexicans and from non expatriate Catalans.

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This paper explores the role of physical education in Labour Universities (1955-1978) during Franco's regime as an instrument of indoctrination and declassing of the working class. The conclusions obtained after the study and the analysis of various primary sources indicate that, initially, physical education was used as an instrument of indoctrination for the purposes of achieving the social and ideological model of Franco's regime after the Fascist uprising (1936-1939). However, this initial orientation became less relevant in the 1960s, in favour of the inherent aspects of sport, which contributed to the declassing of the young workers. In fact, Labour Universities became national benchmarks in the area of sports within the education system. Physical education lost its indoctrinating and declassing roles after the General Law of Education was passed in 1970, and the focus shifted instead to its role as an activity for participation, education and comprehensive training.

Copyright of Investigaciones Historicas is the property of Universidad de Valladolid, Facultad de Filosofia y Letras and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study addresses academic literacy in content and language integrated learning (CLIL) secondary education. More precisely, this paper focuses on attempts to meet modern standards for language competences set in areas like Europe, where the notion involves multilingual academic competence. The study centres on new proposals for language organisation in CLIL education based on genres resulting in a "multilingual genre map across the curriculum". The feasibility of this model was proven in the author's national context in an attempt to improve language competence levels. The study provides a revision of the language theory in CLIL classroom practice that sits ill with traditional structural formalism and is better served through multilingual genre-based, functional semiotic models. Textual examples and genres will come from the area of History. (Contains 2 tables.)

This paper provides a first approach to the history of "Iberica," one of the most important popular science magazines published in Spain before the Civil War. Founded in 1914 by members of the Society of Jesus based at the Ebro Observatory, "Iberica" reached a weekly circulation of about 10,000 in the mid 1920s, and was instrumental in extending science education in Jesuit education facilities and in developing a "reactionary modernist" culture that embraced Catholicism and modernisation. By focusing on its coverage of radioactivity and the radium industry, the article aims to examine the magazine's popularising style and ideology, and to determine its role in the debates regarding the cultural value of science in the first decades of twentieth century Spain.

This paper analyzes the Spanish appropriation of one of the great French eighteenth-century best-sellers, the "Spectacle de la Nature" (1732-1750) by the "abbe" Antoine Noel Pluche. In eight volumes, the "abbe" discussed current issues in natural philosophy, such as Newtonianism, the origin of fossils, artisan techniques, natural history, machines, gardening or insect-collection in a polite-conversation format. It was translated into English (1735), Dutch (1737), Italian (1737), German (1746) and Spanish (1753). But the four Spanish editions were very different from their European counterparts. In Spain, it was delivered in 16 carefully printed and extensively commented volumes. In Pluche's original, there was a concern for the young gentleman's education, new pedagogical methods and an enthusiastic defence of experimental knowledge. However, "Le Spectacle" in Spain was conceived as a useful tool for modernizing the country, it served political and propagandist goals, defended Spanish culture and science (in particular with respect to American flora, fauna and geography) and the Jesuit contribution to science and aimed to harmonize experimental knowledge and scholastic tradition. The analysis of the more than 1500 footnotes, prefaces, some readers' comments and other questions related to the format gives insight on how it was appropriated. (Contains 87 footnotes and 7 figures.)

Since the origins of mankind, hygiene and education have been linked. However, the emergence of the hygienist movement in the mid-nineteenth century, the social transformations and educational changes related to the schooling process that took place in that century and in the first decades of the twentieth century, and the scientific study of infancy all encouraged the rise of associations, the creation of new professions, the holding of congresses, the proliferation of publications and the enactment of legal provisions. Covering the last decades of the nineteenth century until the beginning of the Spanish Civil War, this paper provides a brief historical review of the complex process of convergence between hygiene and education, the influences and repercussions that the reception of international hygienist trends had on the school setting, its impulses and resistances, its signs and the breadth of its applications. Attention is focused mainly on some of its most noteworthy repercussions, such as the buildings and spaces dedicated to schools, the distribution of school time, the teaching of hygiene in teacher training and primary education, and the creation and encouragement of certain initiatives in non formal education. The extent to which the intensification of the link between hygiene and education influenced the modernization process of the Spanish educational system is shown.

Examines trends in university architecture through history and the current Spanish model, asserting that good architecture produces a good university. Discusses function, culture, and character as they relate to university education and architecture. (EV)

Presents an overview of the geological and historical context of Catalan, explaining that today, Catalonia has both a political and cultural definition. Section 1 focuses on territory in political and cultural terms. Section 2 discusses Catalan and the Romance dialect continuum. Section 3 examines cultural centers and political allegiances. (SM)

In this paper, I contribute to scholarship on diasporic geographies of home and develop ideas around "diaspora transregions" and "diaspora cities." To do this, I examine Moroccan diaspora formations in the city of Granada in the south of Spain. I utilise the spatiality and history of Granada to reveal complex interpretations of diasporic home. In particular, I examine how the Muslim history of Al‐Andalus – which is intimately embedded in the urban landscape of Granada and also entangled into the history of the wider region – impacts on Moroccan diaspora consciousness. This involves examining how histories and geographies of Al‐Andalus are interpreted and experienced by those in the Moroccan diaspora, which in this analysis is a diasporic population primarily from northern Morocco. I analyse four intersecting impacts of history and place, including nostalgia and imagined geographies, religious and genealogical links to Granada and the wider region, identification with culture and the built environment, and finally the ambivalence of history on belonging. What this examination reveals is that the history of Al‐Andalus and an identification with historical circular migrations between northern Morocco and southern Spain can engender a sense of being part of multiple diasporic journeys and settlements, and subsequently a 'homing desire' to multiple spaces. A key contribution here is the illustration of how entangled urban and regional histories can reconfigure more normative notions of the diaspora condition. Diasporic connections to deep histories of place and migration can rework senses of home and refute notions of a linear homing desire to a singular nation‐state. This demonstrates that diasporic belongings are not always limited to the parameters of the nation, but rather are informed by the intersections of urban and regional cultures, religions, and histories. [ABSTRACT FROM AUTHOR]

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From the last decades of the twentieth century, above all, in the more service-oriented post-industrial economies, and in a context of debilitation of public health systems, health care became exponentially profitable, thereby attracting new types of investors. In fact, this new stage entails moving from the commercialisation of health care to its financialisation; that is, medical care becomes just one more financial asset and its price and quality are quoted on the stock exchange. This study intends to participate in the debate initiated by historians of medicine and economic historians with the aim of tracing capitalist traits and market participation in the evolution of health coverage, a process initially promoted by professional doctors who converted their consulting rooms into small clinics and larger hospital companies and which, over time, saw the incorporation of financial capital. In particular, this paper has two specific objectives for the case of Spain. First, to analyse the relationship of collaboration and/or competition between public and private hospitals under democracy and the factors that have conditioned this relationship. Second, to make an initial contribution towards understanding how, in this context, the large private hospital groups have been created in Spain during this period, especially in recent decades with concentration in the hands of financial capital, originating from both the traditional banking sector and investment funds. [ABSTRACT FROM AUTHOR]

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Non-technical losses (NTL) in electricity utilities are responsible for major revenue losses. In this paper, we propose a novel end-to-end solution to self-learn the features for detecting anomalies and frauds in smart meters using a hybrid deep neural network. The network is fed with simple raw data, removing the need of handcrafted feature engineering. The proposed architecture consists of a long short-term memory network and a multi-layer perceptrons network. The first network analyses the raw daily energy consumption history whilst the second one integrates non-sequential data such as its contracted power or geographical information. The results show that the hybrid neural network significantly outperforms state-of-the-art classifiers as well as previous deep learning models used in NTL detection. The model has been trained and tested with real smart meter data of Endesa, the largest electricity utility in Spain. [ABSTRACT FROM AUTHOR]

This work provides a succinct historical overview of the history of the Spanish education system from 1812, date of the first Spanish Constitution, until 1970 at the end of the Francoist era in Spain, highlighting the legislative milestones and contextualising them within the larger political landscape in which they took place. The paper will go on to describe the basic legislation which has regulated the Spanish education system since 1970 describing some of their most significant aspects, from the General Education Law (LGE) of 1970 to the Organic Law Modifying the Organic Law for Education (LOMLOE) which came into force in 2020. [ABSTRACT FROM AUTHOR]

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This article aims to question the widely accepted idea that female university students in Spain have, in the past, tended to opt for degrees in the field of humanities. Based on an analysis of the official statistics that are currently available, the paper demonstrates that Spanish female university students showed a clear preference for scientific studies, first medicine and later pharmacy. This pattern was not affected by Franco’s regime and remained stable until the great transformation of Spanish universities during the 1960s. Finally, the paper argues that the basic reasons for this preference for the scientific field were equal access to the prestigious male baccalaureate curriculum, which was a characteristic of the Spanish model for incorporating women into secondary education, and the uneven prestige of the professions to which the degrees provided access. The conclusion drawn is that, historically, pharmacy was the most common professional career pursued by female university graduates in Spain. [ABSTRACT FROM PUBLISHER]

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In the late 1930s the Spanish Civil War captured the international imagination to an extraordinary degree. As in other countries British men and women were moved to intervene directly and the memory of the war, and of British participation in it, has held an enduring appeal in the UK. The Civil War was also notable for its use of the visual as a weapon of propaganda, and the Spanish Republican Government deployed visual imagery to great effect as an instrument through which it exhibited its progressive educational and welfare reforms to an international audience. This article focuses on the visual and textual representations of displaced children in Republican educational colonies in Spain that are preserved in British archive collections. Taking as its starting point a series of photographs of children in colonies gathered together as part of the International Brigade Memorial Archive in London, the paper will consider the construction, use, and circulation of these images and associated texts by British and American political and humanitarian networks and their subsequent collection and preservation in British archival institutions. The paper will assess the effectiveness of the images and texts as pedagogical and political agents and explore how their meaning shifted as they travelled through a range of performative spaces on a journey from their construction as artefacts designed initially to record and communicate the Spanish Republic’s progressive educational project, to commemorative objects in the archive. [ABSTRACT FROM PUBLISHER]

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Copyright of Studia Histórica: Historia Moderna is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Salvador López Gómez was a great exponent of gymnastics in Spain in the nineteenth and the twentieth century. His role as a teacher, a writer and even as a law developer who promoted gymnastics deserves a detailed study. For that reason, through primary sources of this era and, specially, papers from López Gómez himself, this paper depicts his long professional career, his conception of gymnastics and the constant efforts, not always properly rewarded, that he made for its social respect and acknowledgement during that time. [ABSTRACT FROM PUBLISHER]

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A documentary review was carried out on the production and publication of research papers related to the study of ICT variables and Pedagogical Strategies. The purpose of the bibliometric analysis proposed in this document was to know the main characteristics of the volume of publications registered in the Scopus database during the period 2017-2022, achieving the identification of 162 publications. The information provided by this platform was organized through graphs and figures categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics have been described, the position of different authors towards the proposed theme is referenced through a qualitative analysis. Among the main findings made through this research, it is found that Spain, with 35 publications, was the country with the highest scientific production registered in the name of authors affiliated with institutions of that nation. The Area of Knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of Pedagogical Strategies based on ICT and Education, was Social Sciences with 119 published documents, and the Type of Publication most used during the period indicated above were Journal Articles with 58% of the total scientific production. [ABSTRACT FROM AUTHOR]

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In the late-nineteenth century food production and trade were greatly transformed. Changes in the food chain gave rise to new problems connected with food safety and food quality, which caused new controls to be introduced throughout Europe. In this paper I will contribute to ongoing debates by focusing on the regulation of saccharin in an agrarian city in the south of Europe, Valencia. The laboratory-made sweetener was introduced into the food market at the turn of the century, becoming highly controversial shortly afterwards. Several local groups of players got involved in this dispute. The sugar industry was not only an important stakeholder in the passing of some specific laws that were to constrain the use of saccharin, but also the main driver of regulation, primarily in periods when saccharin could become a serious competitor and reduce the sector’s profit. Furthermore, the combined work of the sugar industry and the municipal laboratories was essential for the implementation of regulations. It was in such municipal laboratories that scientists played a main role in regulation. My paper will address the commercial disputes linked to the use of saccharin and the limited role of science and scientists in its control. [ABSTRACT FROM AUTHOR]

This article offers the first scholarly account of the earliest recorded attempt at setting up a Spanish national tour in 1913, only ten years after the creation of the Tour de France. The paper demonstrates that the initiative for this failed project came from Catalonia, not Madrid, and that one man is to be singled out as its promoter: the pioneer sports journalist and enthusiast Narcis Masferrer Sala. Masferrer, a key figure in the configuration and the diffusion of modern sport in Spain, used his prominent positions as editor of the most influential sports daily of its times, Barcelona's El Mundo Deportivo, and as leader of the Spanish cycling governing body, to launch a campaign aimed at imitating the French tour. The first ever stage race held in Spain, the Volta a Tarragona (1908), and the first two editions of the still running Volta a Catalunya (1911 and 1912) were actually promoted by Masferrer as rehearsals of the projected Vuelta a Espana. Therefore, despite the contemporary rise of Catalan nationalism, they need not be understood as Catalanist initiatives, but rather the opposite: as just another failed example of the Catalan bourgeoisie's attempt at steering the modernization of Spain from its industrial and commercial capital, Barcelona. [ABSTRACT FROM AUTHOR]

Recent research into the Spanish Civil War (1936-1939) and the first years of the Francoist dictatorship (1939-1975) estimates that approximately 200,000 people were executed in Spain during this period, either extrajudicially or after popular tribunals or court martials. The bodies of the victims were for the most part buried in mass graves, thrown into riverbeds or disposed of in mines or caves. In this paper, I discuss how forensic examination of the mass graves can yield new evidence about political repression and shed new light on documentary and oral sources. I employ a multidisciplinary approach that combines archaeology and forensic anthropology to reconstruct the facts around the killings and produce new historical knowledge about the traumatic past of contemporary Spanish society. [ABSTRACT FROM AUTHOR]

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