How can we take history seriously as real and relevant? Despite the hazards of politically dangerous or misleading accounts of the past, we live our lives in a great network of cooperation with other actors; past, present, and future. We study and reflect on the past as a way of exercising a responsibility for shared action. In each of the chapters of Full History Smith poses a key question about history as a concern for conscious participants in the sharing of action, starting with "What Is Historical Meaningfulness?" and ending with "How Can History Have an Aim?" Constructing new models of historical meaning while engaging critically with perspectives offered by Ranke, Dilthey, Rickert, Heidegger, Eliade, Sartre, Foucault, and Arendt, Smith develops a philosophical account of thinking about history that moves beyond postmodernist skepticism. Full History seeks to expand the cast of significant actors, establishing an inclusive version of the historical that recognizes large-scale cumulative actions but also encourages critical revision and expansion of any paradigm of shared action.

What is-and what was-"the world"? Though often treated as interchangeable with the ongoing and inexorable progress of globalization, concepts of "world," "globe," or "earth" instead suggest something limited and absolute. This innovative and interdisciplinary volume concerns itself with this central paradox: that the complex, heterogeneous, and purportedly transhistorical dynamics of globalization have given rise to the idea and reality of a finite-and thus vulnerable-world. Through studies of illuminating historical moments that range from antiquity to the era of Google Earth, each contribution helps to trace the emergence of the world in multitudinous representations, practices, and human experiences.

With the end of the Cold War, the American political establishment perceived Islam as the new enemy. The 1993 explosion at the World Trade Center, the 1998 bombing of the American embassies in Africa, and the events of 9/11 - all culminated in substantiating this perception.

The War on Terrorism has raised several complicated issues surrounding the relationship between the United States and Islam. With America's increasing involvement in the Middle East, it is imperative for Muslims to understand America; but at the same time, Americans must learn to understand Islam. The progress of civilization hangs on the ability for cooperation and understanding between these cultures.

Although this challenge of removing the "clash" between these two cultures is indeed pressing, it is not new. Negative images of Islam have persisted in the United States throughout its history.

This volume of "The Annals" reflects on how damaging images of Islam have endured in the United States and how Americans' perceptions and misconceptions about Islam is inexorably linked to United States' policy in the Middle East.

The articles in this special issue will spark intriguing debate and discussion as well as shed light on the complex concerns engulfing Americans' ideas about Islam and Muslim states and how this relationship influences global politics.

With the end of the Cold War, the American political establishment perceived Islam as the new enemy. The 1993 explosion at the World Trade Center, the 1998 bombing of the American embassies in Africa, and the events of 9/11 - all culminated in substantiating this perception.

The War on Terrorism has raised several complicated issues surrounding the relationship between the United States and Islam. With America's increasing involvement in the Middle East, it is imperative for Muslims to understand America; but at the same time, Americans must learn to understand Islam. The progress of civilization hangs on the ability for cooperation and understanding between these cultures.

Although this challenge of removing the "clash" between these two cultures is indeed pressing, it is not new. Negative images of Islam have persisted in the United States throughout its history.

This volume of "The Annals" reflects on how damaging images of Islam have endured in the United States and how Americans' perceptions and misconceptions about Islam is inexorably linked to United States' policy in the Middle East.

The articles in this special issue will spark intriguing debate and discussion as well as shed light on the complex concerns engulfing Americans' ideas about Islam and Muslim states and how this relationship influences global politics.

Race Riots and Resistance uncovers a long-hidden, tragic chapter of American history. Focusing on the «Red Summer of 1919 in which black communities were targeted by white mobs, the book examines the contexts out of which white racial violence arose. It shows how the riots transcended any particularity of cause, and in doing so calls into question many longstanding beliefs about racial violence. The book goes on to portray the riots as a phenomenon, documenting the number of incidents, describing the events in detail, and analyzing the patterns that emerge from looking at the riots collectively. Finally and significantly, Race Riots and Resistance argues that the response to the riots marked an early stage of what came to be known as the Civil Rights Movement.

This is an introduction to the most important theological work of the Middle Ages. In the intellectual tradition of the Christian faith, few thinkers have had a more profound effect upon both the nature of theology and the materials with which it deals than Thomas Aquinas. A knowledge, therefore, of his major work, the "Summa Theologiae", is necessary for the student of theology, let alone any who are concerned with the Western intellectual tradition, so pervasive is Aquinas' thought to the fabric of Western thought. This, together with the immensity, length, and difficulty of the Summa, make a Reader's Guide valuable, even crucial, to a student's first exposure to this work. To address the needs of undergraduates who attempt a reading of this work, Stephen Loughlin presents the basic principles that underlie the "Summa Theologiae" both as a whole and with respect to its three parts, and the varying treatises found within them. "Continuum Reader's Guides" are clear, concise and accessible introductions to key texts in literature and philosophy. Each book explores the themes, context, criticism and influence of key works, providing a practical introduction to close reading, guiding students towards a thorough understanding of the text. They provide an essential, up-to-date resource, ideal for undergraduate students.

Contributions by Sarah Archino, Mario J. Azevedo, Katrina Byrd, Rico D. Chapman, Helen O. Chukwuma, Tatiana Glushko, Eric J. Griffin, Kathi R. Griffin, Yumi Park Huntington, Thomas M. Kersen, Robert E. Luckett Jr., Floyd W. Martin, Preselfannie W. McDaniels, Dawn McLin, Laura Ashlee Messina, Byron D'Andra Orey, Kathy Root Pitts, Candis Pizzetta, Lawrence Sledge, RaShell R. Smith-Spears, Joseph Martin Stevenson, Seretha D. Williams, and Karen C. Wilson-Stevenson, and Monica Flippin Wynn Redefining Liberal Arts Education in the Twenty-First Century delves into the essential nature of the liberal arts in America today. During a time when the STEM fields of science, technology, engineering, and math dominate the narrative around the future of higher education, the liberal arts remain vital but frequently dismissed academic pursuits. While STEAM has emerged as a popular acronym, the arts get added to the discussion in a way that is often rhetorical at best. Written by scholars from a diversity of fields and institutions, the essays in this collection legitimize the liberal arts and offer visions for the role of these disciplines in the modern world. From the arts, pedagogy, and writing to social justice, the digital humanities, and the African American experience, the essays that comprise Redefining Liberal Arts Education in the Twenty-First Century bring attention to the vast array of ways in which the liberal arts continue to be fundamental parts of any education. In an increasingly transactional environment, in which students believe a degree must lead to a specific job and set income, colleges and universities should take heed of the advice from these scholars. The liberal arts do not lend themselves to the capacity to do a single job, but to do any job. The effective teaching of critical and analytical thinking, writing, and speaking creates educated citizens. In a divisive twenty-first-century world, such a citizenry holds the tools to maintain a free society, redefining the liberal arts in a manner that may be key to the American republic.

Most discussions of oral history method are rooted in abstract ideas about what interviewing should be and should achieve. However, interviews are ultimately personal interactions between human beings, and as such they rarely conform to a methodological ideal. Nonetheless, oral history's complex, capricious nature is rarely addressed by its practitioners when they share their work with the world. The struggles and negotiations interviewers face while conducting interviews - ethical, political, personal - either go unacknowledged or are discussed only with trusted colleagues in informal settings. This groundbreaking collection shows that a full account of oral history methodology must include honest and rigorous analyses of actual practice, allowing us to embrace the uncertainties and remarkable opportunities that define a human-centered methodology. Here, fourteen practitioners draw connections between vastly different areas of study, including Holocaust memories, work with Aboriginal communities, Islamic studies, immigration, and conflict studies. All are united by the shared experience of encountering complex individuals with messy, difficult, and ultimately illuminating stories to tell.

As one of the premier historical thinkers of his generation, Joern Rusen has made enormous contributions to the methods and theoretical framework of history as it is practiced today. In Evidence and Meaning, Rusen surveys the seismic changes that have shaped the historical profession over the last half-century, while offering a clear, economical account of his theory of history. To traditional historiography Rusen brings theoretical insights from philosophy, narrative theory, cultural studies, and the social sciences, developing an intricate but robust model of "historical thinking" as both a cognitive discipline and a cultural practice-one that is susceptible neither to naive empiricism nor radical relativism.

This is the first book-length study to consider Ricarda Huch's historical-political thought and assess Huch's place within the lively historiographical discourses of the 1920s. One of the most famous writers of her day, Huch (1864-1947) was known for her poetry, fiction, and histories of German Romanticism and the Thirty Years' War. Like many of her generation Huch was shaken by Germany's defeat in the First World War, and this shock motivated her to use her historiography to address Germany's post-war situation. Convinced that the German nation possessed an identity best expressed by the ideals of Romaniticism, Huch attributed Germany's decline to the westernization of German political culture; absolutism and centralization had replaced the theoretical perfection of the decentralized early Holy Roman Empire of the German Nation. Her Weimar histories of medieval and nineteenth-century Germany urged a defeated and traumatized nation to return to a path that had been abandoned during the Wilhelmine Empire. Topics explored include Huch's use of Nietzschean monumentalism, a comparison with popular historians of the period (e.g. E. Kantorowicz), the echoes of her political thought in her poetry and fiction, and her complex relationship to German nationalism.

*** PROSE Award Winner (2018) in the Textbook/Humanities Category *** A Practical Guide to Studying History is the perfect guide for students embarking on degree-level study. The book: - introduces students to the concepts of historical objectivity, frameworks and debate - explains the differences in aims, methods and audiences for different types of history - explores the relationship between the skills developed during a history undergraduate degree and the practice of professional history - helps students develop the practical skills required to read historical writing critically, write good essays, and participate in historical debates - includes study questions, further reading lists, text boxes, maps and illustrations The book incorporates case studies taken from a range of regions and periods, reflecting the varied nature of historical study at university, and helps students to understand history, and to practice it successfully: it is an indispensable guide to studying history.

Though still a relatively young field, memory studies has undergone significant transformations since it first coalesced as an area of inquiry. Increasingly, scholars understand memory to be a fluid, dynamic, unbound phenomenon-a process rather than a reified object. Embodying just such an elastic approach, this state-of-the-field collection systematically explores the transcultural, transgenerational, transmedial, and transdisciplinary dimensions of memory-four key dynamics that have sometimes been studied in isolation but never in such an integrated manner. Memory Unbound places leading researchers in conversation with emerging voices in the field to recast our understanding of memory's distinctive variability.

New Paths to Public Histories challenges readers to consider historical research as a collaborative pursuit enacted across a range of individuals from different backgrounds and institutions. It argues that research communities can benefit from recognizing and strengthening the ways in which they work with others.

THE NEW YORK TIMES BESTSELLER 'When one of the world's leading scholars of civil war tells us that a country is on the brink of violent conflict, we should pay attention. This is an important book' Steven Levitsky and Daniel Ziblatt, authors of How Democracies Die Civil wars are the biggest danger to world peace today - this book shows us why they happen, and how to avoid them. We are now living in the world's greatest era of civil wars. While violence has declined worldwide, major civil wars are now being fought in countries including Iraq, Syria and Libya, and smaller civil wars are being fought in India and Malaysia. Even countries we thought could never experience another civil war - such as the USA, Sweden and Ireland - are showing signs of unrest. So how can we stop them? In How Civil Wars Start, acclaimed expert Professor Barbara F. Walter, who has advised on political violence everywhere from the CIA to the U.S. Senate to the United Nations, explains the rise of civil wars and the conditions that create them - not least when countries are not quite democratic. As democracies across the world backslide and citizens become more polarised, civil wars will become even more widespread and last longer than they have in the past - but this urgent and important book shows us a path back toward peace.

This is the first book to offer a detailed modern survey of Witchcraft historiography. By using a broad chronological structure, from contemporary responses through to modern day developments in historical theory in relation to the study of the history of Witchcraft, the book draws on contributions from a range of leading experts in the field to provide a much-needed overview of the area.

This book offers historians and aspiring historians a learned, absorbing, and comprehensive overview of current fashions of method, interpretation, and meaning in the context of postmodernism that has washed over the historical profession in the last two decades.

The collapse of the Iron Curtain, the renationalization of eastern Europe, and the simultaneous eastward expansion of the European Union have all impacted the way the past is remembered in today's eastern Europe. At the same time, in recent years, the Europeanization of Holocaust memory and a growing sense of the need to stage a more "self-critical" memory has significantly changed the way in which western Europe commemorates and memorializes the past. The increasing dissatisfaction among scholars with the blanket, undifferentiated use of the term "collective memory" is evolving in new directions. This volume brings the tension into focus while addressing the state of memory theory itself.

Bodies of Evidence: The Practice of Queer Oral History is the first book to provide serious scholarly insight into the methodological practices that shape lesbian, gay, bisexual, transgender, and queer oral histories. Each chapter pairs an oral history excerpt with an essay in which the oral historian addresses his or her methods and practices. With an afterword by John D'Emilio, this collection enables readers to examine the role memory, desire, sexuality, and gender play in documenting LGBTQ communities and cultures.
The historical themes addressed include 1950s and '60s lesbian bar culture; social life after the Cuban revolution; the organization of transvestite social clubs in the U.S. midwest in the 1960s; Australian gay liberation activism in the 1970s; San Francisco electoral politics and the career of Harvey Milk; Asian American community organizing in pre-AIDS Los Angeles; lesbian feminist "sex war" cultural politics; 1980s and '90s Latina/o transgender community memory and activism in San Francisco; and the war in Iraq and Afghanistan.
The methodological themes include questions of silence, sexual self-disclosure and voyeurism, the intimacy between researcher and narrator, and the social and political commitments negotiated through multiple oral history interviews. The book also examines the production of comparative racial and sexual identities and the relative strengths of same-sexuality, cross-sexuality, and cross-ideology interviewing.

In the field of medieval Indian historiography, an eight-volume magnum opus, History of India as Told by Its Own Historians, by Sir Henry Myers Elliot (1808-53) and the editor-compiler of his posthumous papers, John Dowson (1820-81), was published from London between 1867 and 1877. These landmark volumes continue to retain their popularity even nearly hundred and fifty years later, and scholars still learn from and conduct their research on the basis of this work. However, an enterprise of this scale and magnitude was bound to suffer from some serious shortcomings. An eminent Indian scholar, S.H. Hodivala undertook the daunting task of annotating Elliot and Dowson's volumes and worked through all the new material, selecting or criticizing and adding his own suggestions where previous comments did not exist or appeared unsuitable. The first volume of Hodivala's annotated Studies, was published in 1939, while the second was published posthumously in 1957. Over the years, while the work of Elliot and Dowson has seen many reprints, and is even available online now, Hodivala's volumes have receded into obscurity. A new edition is presented here for the first time. Hodivala also published critical commentaries on 238 of about 2000 entries included in another very famous work, Hobson-Jobson (London, 1886) by Sir Henry Yule (1820-89) and Arthur Coke Burnell (1840-82). These have also been included in the present edition. These volumes are thus aimed at serving as an indispensable compendium of both, Elliot and Dowson's, and for Yule and Burnell's excellent contributions of colonial scholarship. At the same time these would also serve as a guide for comparative studies and critical appreciation of historical texts. Please note: Taylor & Francis does not sell or distribute the Hardback in India, Pakistan, Nepal, Bhutan, Bangladesh and Sri Lanka

The archaeological study of the Ancient World has become increasingly popular in recent years. A Research Guide to the Ancient World: Print and Electronic Sources, is a partially annotated bibliography. The study of the ancient world is usually, although no exclusively, considered a branch of the humanities, including archaeology, art history, languages, literature, philosophy, and related cultural disciplines which consider the ancient cultures of the Mediterranean world, and adjacent Egypt and southwestern Asia. Chronologically the ancient world would extend from the beginning of the Bronze Age of ancient Greece (ca. 1000 BCE) to the fall of the Western Roman Empire (ca. 500 CE). This book will close the traditional subject gap between the humanities (Classical World; Egyptology) and the social sciences (anthropological archaeology; Near East) in the study of the Ancient World. This book is uniquely the only bibliographic resource available for such holistic coverage. The volume consists of 17 chapters and seven appendices. Arrangement is according to the traditional types of library research materials (bibliographies, dictionaries, atlases, etc.) and the appendices are most subject specific, including graduate programs in the Ancient World, significant archaeologyical sites reports, numismatics, and paleography and writing systems.Access to the contents of the volume is facilitated by extensive author and subject indexes.

Remembering the Holocaust in Educational Settings brings together a group of international experts to investigate the relationship between Holocaust remembrance and different types of educational activity through consideration of how education has become charged with preserving and perpetuating Holocaust memory and an examination of the challenges and opportunities this presents. The book is divided into two key parts. The first part considers the issues of and approaches to the remembrance of the Holocaust within an educational setting, with essays covering topics such as historical culture, genocide education, familial narratives, the survivor generation, and memory spaces in the United States, United Kingdom, and Germany. In the second part, contributors explore a wide range of case studies within which education and Holocaust remembrance interact, including young people's understanding of the Holocaust in Germany, Polish identity narratives, Shoah remembrance and education in Israel, the Holocaust and Genocide Centre of Education and Memory in South Africa, and teaching at Deakin University, Melbourne, Australia. An international and interdisciplinary exploration of how and why the Holocaust is remembered through educational activity, Remembering the Holocaust in Educational Settings is the ideal book for all students, scholars, and researchers of the history and memory of the Holocaust as well as those studying and working within Holocaust education.

James Mussell provides an accessible account of the digitization of nineteenth-century newspapers and periodicals. As studying this material is essential to understand the period, he argues that we have no choice but to engage with the new digital resources that have transformed how we access the print archive.

Defining cultural history, Peter Burke claims, "is rather like trying to catch a cloud in a butterfly net." In this volume, Anna Green provides a coherent and accessible introduction to the major theories within this most diverse of historical fields. "Cultural History" explores the conceptual, affective and imaginative worlds of human consciousness, as reflected in elite intellectual and aesthetic works as well as everyday social beliefs and practices.

Memory studies has become a rapidly growing area of scholarly as well as public interest. This volume brings together world experts to explore the current critical trends in this new academic field. It embraces work on diverse but interconnected phenomena, such as twenty-first century museums, shocking memorials in present-day Rwanda and the firsthand testimony of the victims of genocidal conflicts. The collection engages with pressing 'real world' issues, such as the furor around the recent 9/11 memorial, and what we really mean when we talk about 'trauma'.

Robert Rosenstone was among the first 'postmodern' historians, and remains one of the most renowned. In this honest, revealing and often funny memoir, he shows us how he got there and why. Adventures of a Postmodern Historian chronicles Rosenstone's research journeys over half a century. Beginning in the 1960s, his offbeat trajectory took him on adventures through the police states of Franco Spain and the Soviet Union, to the Shinto shrines and Zen temples of Japan and ultimately to Hollywood. Alongside his own memoirs, Rosenstone reflects upon developments and changes within the realm of professional history, which in turn reflect the social, cultural, and intellectual shifts of the late 20th century. A pioneer of experimental and creative history, he suggests how the experience of the historian can inflect the written history, and provides a defence of innovation in historical writing that is both intellectually rigorous and entertaining. In doing so he offers a window into the state of history today - and points to exciting new ways of writing the past. This is a book about the craft of history, about both doing research and writing it. It should be required reading for all historians.

This book analyses the international development of the census by comparing the history of census taking on all continents and in many countries. The timeframe is wide, from male censuses in the Bible to current censuses covering the whole population. There is a focus on the efforts and destinies of census takers and the development of methods used to collect information into the census questionnaires. The book highlights international cooperation in census taking, as well as how computerized access to census data facilitates genealogical studies and statistical research on both historical and contemporary societies. It deals with such questions as "Why did the French and British gentry block efforts at census taking in the 18th century?"; "What role did German censuses play during Holocaust?"; Why were the Soviet census directors executed as part of the Moscow processes?"; "Why did US states sue the Census Bureau in the 1970s?"; "How do wars and revolutions affect census taking?". The text ends by discussing whether the days of the population census as we know it are numbered, since countries exceedingly construct censuses by combining information from population registers rather than with questionnaires.