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This book charts and traces state-mandated or state-encouraged “patriotic” histories that have recently emerged in many places around the globe. Such “patriotic” histories can revolve around both affirmative interpretations of the past and celebration of national achievements. They can also entail explicitly denialist stances against acknowledging responsibility for past atrocities, even to the extent of celebrating perpetrators. Whereas in some cases “patriotic” history takes the shape of a coherent doctrine, in others they remain limited to loosely connected narratives. By combining nationalist and narcissist narratives, and by disregarding or distorting historical evidence, “patriotic” history promotes mythified, monumental, and moralistic interpretations of the past that posit partisan and authoritarian essentialisms and exceptionalisms. Whereas the global debates in interdisciplinary memory studies revolve around concepts like cosmopolitan, global, multidirectional, relational, transcultural, and transnational memory, to mention but a few, the actual socio-political uses of history remain strikingly nation-centred and one-dimensional. This volume collects fifteen caste studies of such “nationalizations of history” ranging from China to the Baltic states. They highlight three features of this phenomenon: the ruthlessness of methods applied by many state authorities to impose certain interpretations of the past, the increasing discrepancy between professional and political approaches to collective memory, and the new “post-truth” context. This book will be of interest to students and researchers of international politics, the radical right and global history. It was originally published as a special issue of the Journal of Genocide Research.
Providing a novel multi-disciplinary theorization of memory politics, this insightful Handbook brings varied literatures into a focused dialogue on the ways in which the past is remembered and how these influence transnational, interstate, and global politics in the present.
This edited book explores the problems and challenges of negotiating the representation of ethnic minorities within history education. It investigates how states balance the (non-)acknowledgement of the reality of cultural or religious diversity, and the promotion of a point of convergence in history education to foster national identity. Shifting our attention away from the intractable challenges posed by post-conflict countries for reconciliation, the contributors draw attention to the need to explore ways to prevent or pre-empt conflicts and exclusion through history education, which could contribute to developing a more sustainable culture of peace. Drawing on a wide range of contexts and sources, this book asks how history education could contribute to forming critical, historically informed, and committed young citizens. The book will be of interest to students and academics working on themes such as nationalism, citizenship, ethnicity, history education, multicultural education, peace studies and area studies, as well as practitioners in the fields of history, social studies, civic or citizenship.
Appearing on the world stage in 1918, Lithuania suffered numerous invasions, border changes and large scale population displacements.The successive occupations of Stalin in 1940 and Hitler in 1941, mass deportations to the Gulag and the elimination of the Jewish community in the Holocaust gave the horrors of World War II a special ferocity. Moreover, the fighting continued after 1945 with the anti-Soviet insurrection, crushed through mass deportations and forced collectivization in 1948-1951. At no point, however, did the process of national consolidation take a pause, making Lithuania an improbably representative case study of successful nation-building in this troubled region. As postwar reconstruction gained pace, ethnic Lithuanians from the countryside – the only community to remain after the war in significant numbers – were mobilized to work in the cities. They streamed into factory and university alike, creating a modern urban society, with new elites who had a surprising degree of freedom to promote national culture. This book describes how the national cultural elites constructed a Soviet Lithuanian identity against a backdrop of forced modernization in the fifties and sixties, and how they subsequently took it apart by evoking the memory of traumatic displacement in the seventies and eighties, later emerging as prominent leaders of the popular movement against Soviet rule.
A major contribution to our understanding of present-day historical consciousness through a study of memory laws across Europe.
From the rise of populist leaders and the threat of democratic backsliding to polarizing culture wars and the return of great power competition, the backlash against the political, economic, and social liberalism is increasingly labeled "illiberal." Yet, despite the increasing importance of these phenomena, scholars still lack a firm grasp on illiberalism as a conceptual tool for understanding societal transformations. The Oxford Handbook of Illiberalism addresses this gap by establishing a theoretical foundation for the study of illiberalism and showcasing state-of-the-art research on this phenomenon in its varied scripts-political, economic, cultural, and geopolitical. Bringing together the expertise of dozens of scholars, the Oxford Handbook of Illiberalism offers a thorough overview that characterizes the current state of the field and charts a path forward for future scholarship on this critical and quickly developing concept.
Seventy years have passed since the end of the Asia-Pacific War, yet Japan remains embroiled in controversy with its neighbors over the war’s commemoration. Among the many points of contention between Japan, China, and South Korea are interpretations of the Tokyo War Crimes Trial, apologies and compensation for foreign victims of Japanese aggression, prime ministerial visits to the Yasukuni Shrine, and the war’s portrayal in textbooks. Collectively, these controversies have come to be called the “history problem.” But why has the problem become so intractable? Can it ever be resolved, and if so, how? To answer these questions author Hiro Saito mobilizes the sociology of collective memory and social movements, political theories of apology and reconciliation, psychological research on intergroup conflict, and philosophical reflections on memory and history. The history problem, he argues, is essentially a relational phenomenon caused when nations publicly showcase self-serving versions of the past at key ceremonies and events: Japan, South Korea, and China all focus on what happened to their own citizens with little regard for foreign others. Saito goes on to explore the emergence of a cosmopolitan form of commemoration taking humanity, rather than nationality, as its primary frame of reference, an approach increasingly used by a transnational network of advocacy NGOs, victims of Japan’s past wrongdoings, historians, and educators. When cosmopolitan commemoration is practiced as a collective endeavor by both perpetrators and victims, Saito argues, a resolution of the history problem—and eventual reconciliation—will finally become possible. The History Problem examines a vast corpus of historical material in both English and Japanese, offering provocative findings that challenge orthodox explanations. Written in clear and accessible prose, this uniquely interdisciplinary book will appeal to sociologists, political scientists, and historians researching collective memory, nationalism and cosmopolitanism, and international relations—and to anyone interested in the commemoration of historical wrongs. An electronic version of this book is freely available thanks to the support of libraries working with Knowledge Unlatched, a collaborative initiative designed to make high-quality books open access for the public good. The open-access version of this book is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0), which means that the work may be freely downloaded and shared for non-commercial purposes, provided credit is given to the author. Derivative works and commercial uses require permission from the publisher.
Memory construction and national identity are key issues in our societies, as well as it is patriotism. How can we nowadays believe and give sense to traditional narrations that explain the origins of nations and communities? How do these narrations function in a process of globalization? How should we remember the recent past? In the construction of collective memory, no doubt history taught at school plays a fundamental role, as childhood and adolescence are periods in which the identity seeds flourish vigorously. This book analyses how history is far more than pure historical contents given in a subject matter; it studies the situation of school history in different countries such as the former URSS, United States, Germany, Japan, Spain and Mexico, making sensible comparisons and achieving global conclusions. The empirical part is based on students interviews about school patriotic rituals, very close to the teaching of history, specifically carried out in Argentina but very similar to these rituals in other countries. The author analizes in which ways that historical knowledge is understood by students and its influence on the construction of patriotism. This book--aside from making a major contribution to the cultural psychology field--should be of direct interest and relevance to all people interested in the ways education succeeds in its variable functions. As a matter of fact, it is related to other IAP books as Contemporary Public Debates Over History Education (Nakou & Barca, 2010) and What Shall We Tell the Children? International Perspectives on School History Textbooks (Foster & Crawford, 2006).
Historical revisionism, far from being restricted to small groups of ‘negationists,’ has galvanized debates in the realm of recent history. The studies in this book range from general accounts of the background of recent historical revisionism to focused analyses of particular debates or social-cultural phenomena in individual Central European countries, from Germany to Ukraine and Estonia. Where is the borderline between legitimate re-examination of historical interpretations and attempts to rewrite history in a politically motivated way that downgrades or denies essential historical facts? How do the traditional ‘national historical narratives’ react to the ‘spill-over’ of international and political controversies into their ‘sphere of influence’? Technological progress, along with the overall social and cultural decentralization shatters the old hierarchies of academic historical knowledge under the banner of culture of memory, and breeds an unequalled democratization in historical representation. This book offers a unique approach based on the provocative and instigating intersection of scholarly research, its political appropriations, and social reflection from a representative sample of Central and East European countries.
The first work that covers the post-Communist development of historical studies in six Eastern European countries: Bulgaria, Czech Republic, Hungary, Poland, Romania, and Slovakia. A uniquely critical and qualitative analysis from a comparative and critical perspective, written by scholars from the region itself. Focusing on the first post-Communist decade, 1989–1999, the book offers a longer-term perspective that includes the immediate 'prehistory' of that momentous decade as well as its 'posthistoire'. The authors capture the spirit of 1989, that heady mix of elation, surprise, determination, and hope: l'ivresse du possible. This was the paradoxical beginning of Eastern European post-Communism: ushered in by 'anti-Utopian' revolutions, and slowly finding its course towards a bureaucratic, imitative, challenging, and anachronistic restoration of a capitalism that had changed almost beyond recognition when it had mutated into the negative double of Communism. Each individual chapter has numerous and detailed notes and references.