German economic crises from the past two hundred years have provoked diverse responses from journalists, politicians, scholars, and fiction writers. Among their responses, storylines have developed as proposals for reducing unemployment, improving workplace conditions, and increasing profitability when stock markets tumble, accompanied by inflation, deflation, and overwhelming debt. The contributors to Invested Narratives assess German-language economic crisis narratives from the interdisciplinary perspectives of finance, economics, political science, sociology, history, literature, and cultural studies. They interpret the ways German society has tried to comprehend, recover from, and avoid economic crises and in doing so widen our understanding of German economic debates and their influence on German society and the European Union.

How we define border studies is transforming from focussing on "a line in the sand" to the more complex notions of how constituting a border is practiced, sustained and modified. In the expansion of borders studies, the areas explored across Europe and Asia have been numerous, but the specific themes that arise through comparative case studies are novel when approach Europe and Asian borderlands. Comparing the border experiences in East Asia and Europe in a number of thematic clusters ranging from economics, tourism, and food production to ethnicity, migration and conquest, Borders in East and West aims to decenter border studies from its current focus on the Americas and Europe.

Focusing on the memory of the German Democratic Republic, Towards a Collaborative Memory explores the cross-border collaborations of three German institutions. Using an innovative theoretical and methodological framework, drawing on relational sociology, network analysis and narrative, the study highlights the epistemic coloniality that has underpinned global partnerships across European actors and institutions. Sara Jones reconceptualizes transnational memory towards an approach that is collaborative not only in its practices, but also in its ethics, and shows how these institutions position themselves within dominant relationship cultures reflected between East and West, and North and South.

Few topics in modern history draw the attention that the Holocaust does. The Shoah has become synonymous with unspeakable atrocity and unbearable suffering. Yet it has also been used to teach tolerance, empathy, resistance, and hope. Understanding and Teaching the Holocaust provides a starting point for teachers in many disciplines to illuminate this crucial event in world history for students. Using a vast array of source materials-from literature and film to survivor testimonies and interviews-the contributors demonstrate how to guide students through these sensitive and painful subjects within their specific historical and social contexts. Each chapter provides pedagogical case studies for teaching content such as antisemitism, resistance and rescue, and the postwar lives of displaced persons. It will transform how students learn about the Holocaust and the circumstances surrounding it.

Oswald Spengler was one of the most important thinkers of the Weimar Republic. In Oswald Spengler and the Politics of Decline, Ben Lewis completely transforms our understanding of Spengler by showing how well-connected this philosopher was and how, at every stage of his career, he attempted to intervene politically in the very real-life events unfolding around him. The volume explains Spengler's politics as the outcome of a dynamic interplay between his meta-historical considerations on world history on the one hand, and the practical demands and considerations of Realpolitik on the other hand.

While there is an growing body of work on space and place in many disciplines, less attention has been paid to how a spatial approach illuminates the societies and cultures of the past. Here, leading experts explore the uses of space in two respects: how space can be applied to the study of history, and how space was used at specific times.

This volume brings together cutting-edge research by some of the most innovative scholars of early modern Britain. Inspired in part by recent studies of the early modern 'public sphere', the twelve chapters collected here reveal an array of political and religious practices that can serve as a foundation for new narratives of the period. The practices considered range from deliberation and inscription to publication and profanity. The narratives under construction range from secularisation to the rise of majority rule. Many of the authors also examine ways British developments were affected by and in turn influenced the world outside of Britain. These chapter will be essential reading for students of early modern Britain, early modern Europe and the Atlantic World. They will also appeal to those interested in the religious and political history of other regions and periods. -- .

What if researchers interested in ‘the past’ used their noses? This open access book makes the case for a more imaginatively interdisciplinary approach to sensory heritage and history, arguing that we can and should engage our noses as a research tool for articulating the past. Assessing how both we and our ancestors approach, understand and conceptualise smell, Tullett shows how archives can be ‘re-odorized’ to uncover narratives that are only implicit in or obscured by the historical record. From perfume libraries to organic compounds emitted by historical objects, this book acts as a guide for employing our olfactory senses when researching and studying history in order to understand and communicate the past more fully. Employing ‘olfactory figures’ examples, Smell and the Past shows how historical narratives and arguments can be found through a structured olfactory experience, and demonstrates how our understanding of the past and its relationship with the present is enriched by opening our minds and using our noses. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the European Union’s Horizon 2020 program project ODEUROPA under grant agreement number 101004469.

This book scrutinizes the emergence of historians participating as expert witnesses in historical forensic contribution in some of the most important national and international legal ventures of the last century. It aims to advance the debate from discussions on whether historians should testify or not toward nuanced understanding of the history of the practice and making the best out of its performance in the future.

Teaching with film is not a new approach in the social studies classroom. Different publications, such as Hollywood or History, have bridged the gap with challenges attached to using historical film and engage students through inquiry, not entertainment. To continue with the Hollywood or History strategy, this text uses television shows (sitcoms) to brings issue-centered curriculum to middle and high school classrooms. By exploring issues in specific episodes, students can learn the history behind an issue, relate it to their lives, and develop an informed decision associated with the issue. The College, Career, and Civic Life (C3) framework is an integral part to the exploration of issue-centered curriculum. In each chapter, the students will work through the four dimensions and develop critical thinking, reading, and writing skills. My hope is that this text can play a small role in walking practicing teachers through the C3 framework while allowing students to learn about issues that affect society and the communities where they live.

First published in 1978, this book rapidly established itself as a classic of modern Marxism. Cohen's masterful application of advanced philosophical techniques in an uncompromising defence of historical materialism commanded widespread admiration. In the ensuing twenty years, the book has served as a flagship of a powerful intellectual movement - analytical Marxism. In this expanded edition Cohen offers his own account of the history, and the further promise, of analytical Marxism. He also expresses reservations about traditional historical materialism, in the light of which he reconstructs the theory, and he studies the implications for historical materialism of the demise of the Soviet Union.

This book expands on established doctrine in legal history and sets out a challenge for legal philosophers. The English medieval village community offers a historical and philosophical lens on the concept of custom, which challenges accepted notions of what law is. The book traces the study of the medieval village community from early historical works in the nineteenth century through to current research. It demonstrates that some law-making can and has been 'bottom-up' in English law, with community-led decision-making having a particularly important role in the early common law. The detailed consideration of law in the English village community reveals alternative ways of making and conceiving of law which are not dependent on state authority, particularly in relation to customary and communal property rights. Acknowledging this poses challenges for legal theory: the legal positivism that dominates Western legal philosophy tends to reject custom as a source of law. However, this book argues that medieval customary law ought to be considered 'law' if we are ever going to fully understand law - both then and now. The book will be a valuable resource for researchers and academics working in the areas of Legal History, Legal Theory, and Jurisprudence.

This book explores how recent Colombian historical memories are informed by cultural diversity and how some of the country's citizens remember the brutalities committed by the Army, guerrillas, and paramilitaries during the internal war (1980-2016). Its chapters delve into four case studies. The first highlights the selections of what not to remember and what not to represent at the National Museum of the country. The second focuses on the well-received memories at the same institution by examining a display made to commemorate the assassination of a demobilized guerrilla fighter. The third discusses how a rural marginal community decided to vividly remember the attacks they experienced by creating a display hall to aid in their collective and individual healing. Lastly, the fourth case study, also about a rural peripheric community, discusses their way of remembering, which emphasizes peasant oral traditions through a traveling venue. By bringing violence, memory, and museum studies together, this text contributes to our understanding of how social groups severely impacted by atrocities recreate and remember their violent experiences. By drawing on displays, newspapers, interviews, catalogs, and oral histories, Jimena Perry shows how museums and exhibitions in Colombia become politically active subjects in the acts of reflection and mourning, and how they foster new relationships between the state and society. This volume is of great use to students and scholars interested in Latin American and public history.

This book explores how recent Colombian historical memories are informed by cultural diversity and how some of the country's citizens remember the brutalities committed by the Army, guerrillas, and paramilitaries during the internal war (1980-2016). Its chapters delve into four case studies. The first highlights the selections of what not to remember and what not to represent at the National Museum of the country. The second focuses on the well-received memories at the same institution by examining a display made to commemorate the assassination of a demobilized guerrilla fighter. The third discusses how a rural marginal community decided to vividly remember the attacks they experienced by creating a display hall to aid in their collective and individual healing. Lastly, the fourth case study, also about a rural peripheric community, discusses their way of remembering, which emphasizes peasant oral traditions through a traveling venue. By bringing violence, memory, and museum studies together, this text contributes to our understanding of how social groups severely impacted by atrocities recreate and remember their violent experiences. By drawing on displays, newspapers, interviews, catalogs, and oral histories, Jimena Perry shows how museums and exhibitions in Colombia become politically active subjects in the acts of reflection and mourning, and how they foster new relationships between the state and society. This volume is of great use to students and scholars interested in Latin American and public history.

In his now classic Voices of Collective Remembering, James V. Wertsch (2002) examines the extent to which certain narrative themes are embedded in the way the collective past is understood and national communities are imagined. In this work, Wertsch coined the term schematic narrative templates to refer to basic plots, such as the triumph over alien forces or quest for freedom, that are recurrently used, setting a national theme for the past, present and future. Whereas specific narratives are about particular events, dates, settings and actors, schematic narrative templates refer to more abstract structures, grounded in the same basic plot, from which multiple specific accounts of the past can be generated. As dominant and naturalised narrative structures, schematic narrative templates are typically used without being noticed, and are thus extremely conservative, impervious to evidence and resistant to change. The concept of schematic narrative templates is much needed today, especially considering the rise of nationalism and extreme-right populism, political movements that tend to tap into national narratives naturalised and accepted by large swathes of society. The present volume comprises empirical and theoretical contributions to the concept of schematic narrative templates by scholars of different disciplines (Historiography, Psychology, Education and Political Science) and from the vantage point of different cultural and social practices of remembering (viz., school history teaching, political discourses, rituals, museums, the use of images, maps, etc.) in different countries. The volume's main goal is to provide a transdisciplinary debate around the concept of schematic narrative templates, focusing on how narratives change as well as perpetuate at times when nationalist discourses seem to be on the rise. This book will be relevant to anyone interested in history, history teaching, nationalism, collective memory and the wider social debate on how to critically reflect on the past.

Heritage Conservation in the United States begins to trace the growth of the American historic preservation movement over the last 50 years, viewed from the context of the civil rights and environmental movements. The first generation of the New Preservation (1966-1991) was characterized by the establishment of the bureaucratic structures that continue to shape the practice of heritage conservation in the United States. The National Register of Historic Places began with less than a thousand historic properties and grew to over 50,000 listings. Official recognition programs expanded, causing sites that would never have been considered as either significant or physically representative in 1966 now being regularly considered as part of a historic preservation planning process. The book uses the story of how sites associated with African American history came to be officially recognized and valued, and how that process challenged the conventions and criteria that governed American preservation practice. This book is designed for the historic preservation community and students engaged in the study of historic preservation.

Heritage Conservation in the United States begins to trace the growth of the American historic preservation movement over the last 50 years, viewed from the context of the civil rights and environmental movements. The first generation of the New Preservation (1966-1991) was characterized by the establishment of the bureaucratic structures that continue to shape the practice of heritage conservation in the United States. The National Register of Historic Places began with less than a thousand historic properties and grew to over 50,000 listings. Official recognition programs expanded, causing sites that would never have been considered as either significant or physically representative in 1966 now being regularly considered as part of a historic preservation planning process. The book uses the story of how sites associated with African American history came to be officially recognized and valued, and how that process challenged the conventions and criteria that governed American preservation practice. This book is designed for the historic preservation community and students engaged in the study of historic preservation.

Understanding and Teaching Contemporary US History since Reagan is designed for teachers looking for new perspectives on teaching the recent past, the period of US history often given the least attention in classrooms. Less of a traditional textbook than a pedagogical Swiss Army knife, the volume offers a diversity of voices and approaches to teaching a field that, by its very nature, invites vigorous debate and puts generational differences in stark relief. Older history is likely to feel removed from the lived experiences of both teachers and students, allowing for a certain dispassion of perspective. By contrast, contemporary history creates unique challenges, as individual teachers and students may think they know "what really happened" by virtue of their personal experiences. The volume addresses a wide swath of topics, from social movements around identity and representation to the Supreme Court, law enforcement, migration, climate change, and international relations. Emphasizing critical thinking and primary-source analysis, it will aid teachers in creating an invigorating and democratizing classroom experience. Intended for use in both secondary and postsecondary classrooms, the book's structure allows for a variety of applications and invites a broad audience.

This collection focuses on generations of early women historians, seeking to identify the intellectual milieu and professional realities that framed their lives. It moves beyond treating them as simply individuals and looks to the social and intellectual forces that encouraged them to study history and, at the same time, would often limit the reach and define the nature of their study. This collection of essays speaks to female practitioners of history over the past four centuries that published original histories, some within a university setting and some outside. By analysing the values these early women scholars faced, readers can understand the broader social values that led women historians to exist as a unit apart from the career path of their male colleagues.

Between c.250 and c.650, the way the past was seen, recorded and interpreted for a contemporary audience changed fundamentally. Only since the 1970s have the key elements of this historiographical revolution become clear, with the recasting of the period, across both east and west, as 'late antiquity'. Historiography, however, has struggled to find its place in this new scholarly world. No longer is decline and fall the natural explanatory model for cultural and literary developments, but continuity and transformation. In addition, the emergence of 'late antiquity' coincided with a methodological challenge arising from the 'linguistic turn' which impacted on history writing in all eras. This book is focussed on the development of modern understanding of how the ways of seeing and recording the past changed in the course of adjusting to emerging social, religious and cultural developments over the period from c.250 to c.650. Its overriding theme is how modern historiography has adapted over the past half century to engaging with the past between c.250 and c.650. Now, as explained in this book, the newly dominant historiographical genres (chronicles, epitomes, church histories) are seen as the preferred modes of telling the story of the past, rather than being considered rudimentary and naive.

Sources for Studying the Holocaust provides a pathway for readers to engage with questions about what sources can be used to study the Holocaust. For many historians, the challenge has been how to rescue the story from oblivion when oft-used sources for other periods of history introduce even more issues around authenticity and reliability. What can be learned of what transpired in villages and towns numbering several thousand people, when all its Jewish inhabitants were totally obliterated through Nazi action? Who can furnish eyewitness testimony, if all the eyewitnesses were killed? How does one examine written records preserving knowledge of facts or events, where none were kept or survived the onslaught? And what weight do we put upon such resources which did manage to endure the destruction wrought by the Holocaust? Each chapter looks at one of a diverse range of source materials from which scholars have rescued the history, including survivor testimony, diaries, letters, newspaper accounts, photographs, trial documents, artefacts, digital resources, memorials, films, literature, and art. Each chapter shows how different types of records can be utilised as accurate sources for the writing of Holocaust history. Collectively, they highlight the ways in which all material, even the most fragmentary, can be employed to recreate a reliable record of what happened during the Holocaust and show how all sources considered can be employed to find meaning and understanding by exploring a range of sources deeply. This book is a unique analysis of the types of sources that can be used to access the history of Holocaust. It will be of invaluable interest to readers, students, and researchers of the Holocaust.

Sources for Studying the Holocaust provides a pathway for readers to engage with questions about what sources can be used to study the Holocaust. For many historians, the challenge has been how to rescue the story from oblivion when oft-used sources for other periods of history introduce even more issues around authenticity and reliability. What can be learned of what transpired in villages and towns numbering several thousand people, when all its Jewish inhabitants were totally obliterated through Nazi action? Who can furnish eyewitness testimony, if all the eyewitnesses were killed? How does one examine written records preserving knowledge of facts or events, where none were kept or survived the onslaught? And what weight do we put upon such resources which did manage to endure the destruction wrought by the Holocaust? Each chapter looks at one of a diverse range of source materials from which scholars have rescued the history, including survivor testimony, diaries, letters, newspaper accounts, photographs, trial documents, artefacts, digital resources, memorials, films, literature, and art. Each chapter shows how different types of records can be utilised as accurate sources for the writing of Holocaust history. Collectively, they highlight the ways in which all material, even the most fragmentary, can be employed to recreate a reliable record of what happened during the Holocaust and show how all sources considered can be employed to find meaning and understanding by exploring a range of sources deeply. This book is a unique analysis of the types of sources that can be used to access the history of Holocaust. It will be of invaluable interest to readers, students, and researchers of the Holocaust.

The volume takes a historical approach to examine how biography has been used throughout history. It gives readers a real sense of the history of the relationship between history and biography. Useful for historians and students as it looks at different, emerging Schools of biography in the present day, allowing the complexity of the practice in the present day to be easily understood by the reader. It covers a large range of issues that historians have faced over time when using biography - such as used the problems of evidence, the subject matter, the methodological robustness and inclusiveness of biographical practice, pluralism and non-Western biographical principles and representativeness which allows the reader to get a sense of the wide range of issues that are addressed when thinking about history and biography.

The study of these letters is particularly valuable in highlighting the relationship between society and the intimate life of an individual, but also in underlining the active role that Prisco an individual was able to play / This volume will be of great use to upper-level graduates, postgraduates and experienced scholars interested in microhistory, history of migrations, history of Self, and in the develop of theoretical approaches and methodologies when using letters as sources in inter-disciplinary historical research.

The book brings together many recent trends in writing history under a common framework: thinking history globally. By thinking history globally, the book explains, applies, and exemplifies the four basic strategies of analysis, the big C's: comparing, connecting, conceptualizing, and contextualizing, using twelve different branches of history.