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This book examines the Empire’s Patriotic Fund, established in Victoria, Australia, in 1901 to assist the dependants of the men serving in the Boer War and the men invalided home because of wounds or illness. Acting as an autonomous body and drawing on funds raised through a public appeal, its work marked one of the first attempts in Australia to deal with the consequences of Australian participation in a sustained war. This is the first full study of an Australian fund established to support those affected by a sustained war being fought for Empire by Australians. Rather than casting those affected by war as victims, John McQuilton examines how a body of middle class men attempted to come to grips with an experience that lay outside prevailing notions of social welfare. Based on applications submitted to the Empire’s Patriotic Fund where both class and gender played their roles, this book opens up further study of such funds and the question of antecedents in the history of repatriation in Australia in the early twentieth century.
Should schools attempt to cultivate patriotism? If so, why? And what conception of patriotism should drive those efforts? Is patriotism essential to preserving national unity, sustaining vigorous commitment to just institutions, or motivating national service? Are the hazards of patriotism so great as to overshadow its potential benefits? Is there a genuinely virtuous form of patriotism that societies and schools should strive to cultivate? In Patriotic Education in a Global Age, philosopher Randall Curren and historian Charles Dorn address these questions as they seek to understand what role patriotism might legitimately play in schools as an aspect of civic education. They trace the aims and rationales that have guided the inculcation of patriotism in American schools over the years, the methods by which schools have sought to cultivate patriotism, and the conceptions of patriotism at work in those aims, rationales, and methods. They then examine what those conceptions mean for justice, education, and human flourishing. Though the history of attempts to cultivate patriotism in schools offers both positive and cautionary lessons, Curren and Dorn ultimately argue that a civic education organized around three components of civic virtue—intelligence, friendship, and competence—and an inclusive and enabling school community can contribute to the development of a virtuous form of patriotism that is compatible with equal citizenship, reasoned dissent, global justice, and devotion to the health of democratic institutions and the natural environment. Patriotic Education in a Global Age mounts a spirited defense of democratic institutions as it situates an understanding of patriotism in the context of nationalist, populist, and authoritarian movements in the United States and Europe, and will be of interest to anyone concerned about polarization in public life and the future of democracy.
At the beginning of the twentieth century, there were a number of smaller religious bodies that sought to develop religious and national identity on the margins--something especially difficult when the nation was at war in South Africa. This book examines rich and varied extant sources that provide helpful windows into the wartime experience of Canada's religious minorities. Those groups on the margins experienced internal struggles and external pressures related to issues of loyalty and identity. How each faith tradition addressed those challenges was shaped by their own dominant personalities, ethnic identity, history, tradition, and theological convictions. Responses were fluid, divided, and rarely unanimous. Those seeking to address such issues not only had to deal with internal expectations and tensions, but also construct a public response that would satisfy often hostile and vocal external critics. Some positions evolved over time, leading to new identities, loyalties, and trajectories. In all cases, being on the margins meant dealing with two dominant national and imperial narratives--English or French--both bolstered respectively by powerful Anglo-Saxon Protestantism or French Quebec Catholicism. The chapters in this book examine how those on the margins sought to do just that.
Australia and the Great War explores both the immediate and long-term consequences of the war on this complex relationship, looking in particular at identity, history, gender, propaganda, economics and nationalism. This multidisciplinary collection of essays unveils the creation and subsequent [mis]use of histories and mythologies while considering the necessity and nature of both remembering, and forgetting, war.