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This paper is the result of an inter-university educational innovation project developed between the University of La Laguna (Spain) and the Autonomous University of Baja California (Mexico). Students from both institutions, studying at the equivalent level to become future primary education teachers, analysed the way in which primary school textbooks approach the topic of heritage in the Canary Islands and in Mexico. Flipped classrooms and project-based learning were the main teaching methodologies, culminating in a final assignment: a written report by students. The results enable us to re-evaluate the knowledge transmitted through textbooks in the light of this history, and their facilitation in teaching and learning processes, with attention to their epistemological biases. Several topics were highlighted as core concerns in the use of textbooks for teaching heritage: the need to question the role of the textbook in the teaching process, and the importance of Indigenous heritage when teaching and holistic concept of heritage. In outlining the inter-university teaching project, the article also shows how the analysis of textbooks in both contexts, and their subsequent comparison, has made possible a reformulation of how students of education in the Canary Islands and Mexico are taught to teach history.

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This paper examines how Eurocentric and colonial assumptions that until recently guided the handling of human remains in archaeology and museography are now regarded as problematic, focusing on the situation on the Canary Islands, which has recently passed new legislation (Canary Islands Law 11/2019) on cultural heritage that includes an amendment on human remains. Museums in the Canary Islands continue to display Indigenous bones and embalmed bodies in glass cases, and bone material is even used in contemporary art installations. The paper examines the new law in relation to the ICOM Code of Ethics for Museums as well as other ethical and legal frameworks that address the issue of human remains. We also draw attention to the role of politics, social scientists and society in this debate. [ABSTRACT FROM AUTHOR]

Research into the history of Canarian rock art presents major problems, both theoretical and methodological. This paper analyses the evolution of research into Canarian rock art from a historical and diachronic perspective. It also addresses the connection established between the Canary Islands, North Africa and the Atlantic area, focusing on the theoretical models developed to explain these relationships. The analysis therefore covers a period of seven centuries (fourteenth–twentieth centuries). [ABSTRACT FROM AUTHOR]