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This book, the first in a series entitled Historical and Pedagogical Issues: Insights from the Great Lakes History Conference, addresses historical and pedagogical issues. It explores the agency of historical actors tied to larger movements, demonstrating the efficacy and power of individuals to act with historical impact. It also describes the nuanced role of memory, often neglected in larger national or global social movements. This volume explores these powerful themes through a broad range of topics, including the research and pedagogy of revolution, reform, and rebellion as they are applied to race, ethnicity, political movements, labour, reconciliation, memory, and moral responsibility. The book will interest researchers that have an interest in both, or either, history and pedagogy.
A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts. Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future. The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the contributions cover major themes and issues in history education including: policy, research, and societal contexts; conceptual constructs of history education; ideologies, identities, and group experiences in history education; practices and learning; historical literacies: texts, media, and social spaces; and consensus and dissent. This vital resource: Contains original writings by more than 40 scholars from seven countries Identifies major themes and issues shaping history education today Highlights history education as a distinct field of scholarly inquiry and academic practice Presents an authoritative survey of where the field has been and offers a view of what the future may hold Written for scholars and students of education as well as history teachers with an interest in the current issues in their field, The Wiley International Handbook of History Teaching and Learning is a comprehensive handbook that explores the increasingly global field of history education as it has evolved to the present day.
This book explores how school history textbooks are used to perpetuate nationalistic policies within divided regions. Exploring the ‘divide and rule’ politics across ex-Yugoslav successor states, the editors and contributors draw upon a wide range of case studies from across the region. Textbooks and other educational media provide the foundations upon which the new generation build understanding about their own context and the events that are creating their present. By promoting nationalistic politics in such media, textbooks themselves can be used as tools to further promote and preserve ongoing hostility between ethnic groups following periods of conflict. This edited collection will appeal to scholars of educational media, history education and post-conflict societies.
Applies the 'life history' of objects approach to China's prehistoric, early dynastic and more recent material culture.
The dynamics of transnational memory play a central role in modern politics, from postsocialist efforts at transitional justice to the global legacies of colonialism. Yet, the relatively young subfield of transnational memory studies remains underdeveloped and fractured across numerous disciplines, even as nascent, boundary-crossing theories on topics such as multi-vocal, traveling, or entangled remembrance suggest new ways of negotiating difficult political questions. This volume brings together theoretical and practical considerations to provide transnational memory scholars with an interdisciplinary investigation into agency—the “who” and the “how” of cross-border commemoration that motivates activists and fascinates observers.
This edited collection makes a progressive intervention into the interdisciplinary field of memory studies with a series of essays drawn from diverse theoretical, practitional and cultural backgrounds. The most seminal critical development within memory studies in recent years has arguably been the turn towards transculturalism. This movement engenders a series of methodologies that posit remembrance as a fluid process in which commemorative tropes work to inform the representation of diverse events and traumas beyond national or cultural boundaries, transcending – but not negating – spatial, temporal and ideational differences. Examining a wide range of historical and cultural contexts, the essays in this collection focus on the dialogues that shape processes of remembrance between and beyond borders, critiquing the problems and possibilities inherent in current discourses in memorial practice and theory as they approach the challenge of transculturalism.
Despite an explosion of studies on memory in historical and cultural studies, there is relatively little in moral philosophy on this subject. In this book, Jeffrey Blustein provides a systematic and philosophically rigorous account of a morality of memory. Drawing on a broad range of philosophical and humanistic literatures, he offers a novel examination of memory and our relations to people and events from our past, the ways in which memory is preserved and transmitted, and the moral responsibilities associated with it. Blustein treats topics of responsibility for one's own past; historical injustice and the role of memory in doing justice to the past; the relationship of collective memory to history and identity; collective and individual obligations to remember those who have died, including those who are dear to us; and the moral significance of bearing witness.
Conceived as the meanings that individuals attach to their selves, a substantial stockpile of theory related to identities accumulated across the arts, social sciences, and humanities over many decades continues to nourish contemporary research on self-identities in organizations. In times which are more reflexive, narcissistic, and fluid, the identities of participants in organizations are increasingly less fixed and less certain, making identity issues both more salient and more interesting. Particular attention has been given to processes of identity construction, often styled 'identity work'. Research has focused on how, why, and when such processes occur, and their implications for organizing and individual, group, and organizational outcomes. This has resulted in a burgeoning stream of research from discursive, dramaturgical, symbolic, socio-cognitive, and psychodynamic perspectives that most often casts individuals' efforts to fabricate identities as intentional, relational, and consequential. Seemingly intractable debates centred on the nature of identities - their relative stability or fluidity, whether they are best regarded as coherent or fractured, positive (or not), and how they are fabricated within relations of power - combined with other conceptual issues continue to invigorate the field. However, these debates have also led to some scepticism regarding the future potential of identities research. Yet as the chapters in this Handbook demonstrate, there are considerable grounds for optimism that identity, as root metaphor, nexus concept, and means to bridge levels of analysis has significant potential to generate multiple compelling streams of theorizing in organization and management studies.
In the past decade, Jeffrey Olick has established himself as one of the world’s pre-eminent sociologists of memory (and, related to this, both cultural sociology and social theory). His recent book on memory in postwar Germany, In the House of the Hangman (University of Chicago Press, 2005) has garnered a great deal of acclaim. This book collects his best essays on a range of memory related issues and adds a couple of new ones. It is more conceptually expansive than his other work and will serve as a great introduction to this important theorist. In the past quarter century, the issue of memory has not only become an increasingly important analytical category for historians, sociologists and cultural theorists, it has become pervasive in popular culture as well. Part of this is a function of the enhanced role of both narrative and representation – the building blocks of memory, so to speak – across the social sciences and humanities. Just as importantly, though, there has also been an increasing acceptance of the notion that the past is no longer the province of professional historians alone. Additionally, acknowledging the importance of social memory has not only provided agency to ordinary people when it comes to understanding the past, it has made conflicting interpretations of the meaning of the past more fraught, particularly in light of the terrible events of the twentieth century. Olick looks at how catastrophic, terrible pasts – Nazi Germany, apartheid South Africa – are remembered, but he is particularly concerned with the role that memory plays in social structures. Memory can foster any number of things – social solidarity, nostalgia, civil war – but it always depends on both the nature of the past and the cultures doing the remembering. Prior to his studies of individual episodes, he fully develops his theory of memory and society, working through Bergson, Halbwachs, Elias, Bakhtin, and Bourdieu.
This is a masterful volume on remembrance and war in the twentieth century. Jay Winter locates the fascination with the subject of memory within a long-term trajectory that focuses on the Great War. Images, languages, and practices that appeared during and after the two world wars focused on the need to acknowledge the victims of war and shaped the ways in which future conflicts were imagined and remembered. At the core of the “memory boom” is an array of collective meditations on war and the victims of war, Winter says. The book begins by tracing the origins of contemporary interest in memory, then describes practices of remembrance that have linked history and memory, particularly in the first half of the twentieth century. The author also considers “theaters of memory”—film, television, museums, and war crimes trials in which the past is seen through public representations of memories. The book concludes with reflections on the significance of these practices for the cultural history of the twentieth century as a whole.