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What has it meant to be a man in Canada? Alexander Ross, fur trader; Percy Nobbs, architect, fisherman, fencer; Andy Paull, residential school survivor and athlete; Yves Charbonneau, jazz musician and commune member; “James,” black and gay in postwar Windsor. Who were these men, and how did they identify as masculine? Populated with figures both well known and unknown, Making Men, Making History frames masculinity as a socially and historically constructed category of identity, susceptible to variation across time, place, and social context. This examination of historical Canadian masculinities reveals the dissonance between hegemonic ideals of manhood and masculinity and the everyday lives of men and boys. The volume showcases some of the best new work in masculinity studies. With an introduction that contextualizes the international origins of the field, Making Men, Making History is the first book to explore these themes entirely in Canadian historica settings.
Zimbabwean history is covered in two books from a socialist perspective. Written in accessible language, Book 1 describes pre-colonial African history, enlivened by many drawings, photographs, original sources and maps which are integrated into the text. Book 2 applies a people-centred approach and examines Africa from colonization to the present day, in the context of international history. The course follows a thematic approach, balanced by a sense of chronology.
By featuring the life histories of eight senior men, Making Men in Ghana explores the changing meaning of becoming a man in modern Africa. Stephan F. Miescher concentrates on the ideals and expectations that formed around men who were prominent in their communities when Ghana became an independent nation. Miescher shows how they negotiated complex social and economic transformations and how they dealt with their mounting obligations and responsibilities as leaders in their kinship groups, churches, and schools. Not only were notions about men and masculinity shaped by community standards, but they were strongly influenced by imported standards that came from missionaries and other colonial officials. As he recounts the life histories of these men, Miescher reveals that the passage to manhood—and a position of power, seniority, authority, and leadership—was not always welcome or easy. As an important foil for studies on women and femininity, this groundbreaking book not only explores masculinity and ideals of male behavior, but offers a fresh perspective on African men in a century of change.
Iranian history was long told through a variety of stories and legend, tribal lore and genealogies, and tales of the prophets. But in the late nineteenth century, new institutions emerged to produce and circulate a coherent history that fundamentally reshaped these fragmented narratives and dynastic storylines. Farzin Vejdani investigates this transformation to show how cultural institutions and a growing public-sphere affected history-writing, and how in turn this writing defined Iranian nationalism. Interactions between the state and a cross-section of Iranian society—scholars, schoolteachers, students, intellectuals, feminists, and poets—were crucial in shaping a new understanding of nation and history. This enlightening book draws on previously unexamined primary sources—including histories, school curricula, pedagogical materials, periodicals, and memoirs—to demonstrate how the social locations of historians writ broadly influenced their interpretations of the past. The relative autonomy of these historians had a direct bearing on whether history upheld the status quo or became an instrument for radical change, and the writing of history became central to debates on social and political reform, the role of women in society, and the criteria for citizenship and nationality. Ultimately, this book traces how contending visions of Iranian history were increasingly unified as a centralized Iranian state emerged in the early twentieth century.
Acknowledgments1. The YMCA, Gender, Class, and Social Change, 1877-1920: An Introduction2. "A Zeal for Religious Work and an Open Door of Opportunity": YMCA Secretaries and Nineteenth-Century Ideals of Manhood3. "We Have Only to Step in and Occupy the Land": The YMCA, Labor Conflict, and the Rise of Welfare Capitalism4. "To Aid in the Upbuilding of Character": The YMCA, Welfare Capitalism, and a Language of Manhood5. "A Most Effective Ally in the Work of Labor Advancement": Workingmen and the YMCA6. "None of Your Milk-and-Water Sops, Flabby-Handed and Mealy-Mouthed, for Dealing with Such Men": The YMCA, the Secretaryship, and Professionalization7. Personality, Character, and Self-Expression: The YMCA and a Language of Manhood and ClassConclusionNotesBibliographyIndex Copyright © Libri GmbH. All rights reserved.
In the 1920s, Henry Ford hired thousands of African American men for his open-shop system of auto manufacturing. This move was a rejection of the notion that better jobs were for white men only. In The Making of Black Detroit in the Age of Henry Ford
Leonard Moore has been teaching Black history for twenty-five years, mostly to white people. Drawing on decades of experience in the classroom and on college campuses throughout the South, as well as on his own personal history, Moore illustrates how an understanding of Black history is necessary for everyone. With Teaching Black History to White People, which is “part memoir, part Black history, part pedagogy, and part how-to guide,” Moore delivers an accessible and engaging primer on the Black experience in America. He poses provocative questions, such as “Why is the teaching of Black history so controversial?” and “What came first: slavery or racism?” These questions don’t have easy answers, and Moore insists that embracing discomfort is necessary for engaging in open and honest conversations about race. Moore includes a syllabus and other tools for actionable steps that white people can take to move beyond performative justice and toward racial reparations, healing, and reconciliation.
A pioneering study of the relations between gender and technology.
While we hear much about the "culture of poverty" that keeps poor black men poor, we know little about how such men understand their social position and relationship to the American dream. Moving beyond stereotypes, this book examines how twenty-six poverty-stricken African American men from Chicago view their prospects for getting ahead. It documents their definitions of good jobs and the good life--and their beliefs about whether and how these can be attained. In its pages, we meet men who think seriously about work, family, and community and whose differing experiences shape their views of their social world. Based on intensive interviews, the book reveals how these men have experienced varying degrees of exposure to more-privileged Americans--differences that ground their understandings of how racism and socioeconomic inequality determine their life chances. The poorest and most socially isolated are, perhaps surprisingly, most likely to believe that individuals can improve their own lot. By contrast, men who regularly leave their neighborhood tend to have a wider range of opportunities but also have met with more racism, hostility, and institutional obstacles--making them less likely to believe in the American Dream. Demonstrating how these men interpret their social world, this book seeks to de-pathologize them without ignoring their experiences with chronic unemployment, prison, and substance abuse. It shows how the men draw upon such experiences as they make meaning of the complex circumstances in which they strive to succeed.