Nation and the Writing of History in China and Britain explores, through a comparative approach, the reception of the nationalist worldview and its effects on the practice of history in China and Britain. This book proposes that nationalism, rather than a political doctrine, is a way of making sense of the world which results from the combination of a set of definite assumptions. The work analyzes how each one of these premises was accepted and negotiated by literati, intellectuals, historians, and other scholars in the late nineteenth and early twentieth centuries. The results of this research showcase how the reception of the new nationalist worldview crucially affected images of the past, the present, and the future in both societies and decisively framed cultural, social, and political debate. In addition, they likewise evidence the fundamental role that historical narratives play in the crystallization of national identities. This book is perfect for readers interested in China and Britain during this time period, but also to anyone attracted to new ways of conceiving nationalism and its role in our world.

Traumagenic events-episodes that have caused or are likely to cause trauma-color the experiences of K-12 students and the social studies curriculum they encounter in U.S. schools. At the same time that the global COVID-19 pandemic has heightened educators' awareness of collective trauma, the racial reckoning of 2020 has drawn important attention to historical and transgenerational trauma. At a time when social studies educators can simply no longer ignore "difficult" knowledge, instruction that acknowledges trauma in social studies classrooms is essential. Through employing relational pedagogies and foregrounding voices that are too often silenced, the lessons in Hollywood or History? An Inquiry-Based Strategy for Using Film to Acknowledge Trauma in Social Studies engage students in examining the role of traumatic or traumagenic events in social studies curriculum. The 20 Hollywood or History? lessons are organized by themes such as political trauma and war and genocide. Each lesson presents film clips, instructional strategies, and primary and secondary sources targeted to the identified K-12 grade levels. As a collection, they provide ready-to-teach resources that are perfect for teachers who are committed to acknowledging trauma in their social studies instruction.

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.

In Reencounters,Crystal Mun-hye Baik examines what it means to live with and remember an ongoing war when its manifestations-hypervisible and deeply sensed-become everyday formations delinked from militarization. Contemplating beyond notions of inherited trauma and post memory, Baik offers the concept of reencounters to better track the Korean War's illegible entanglements through an interdisciplinary archive of diasporic memory works that includes oral history projects, performances, and video installations rarely examined by Asian American studies scholars. Baik shows how Korean refugee migrations are repackaged into celebrated immigration narratives, how transnational adoptees are reclaimed by the South Korean state as welcomed "returnees," and how militarized colonial outposts such as Jeju Island are recalibrated into desirable tourist destinations. Baik argues that as the works by Korean and Korean/American artists depict this Cold War historiography, they also offer opportunities to remember otherwise the continuing war. Ultimately, Reencounters wrestles with questions of the nature of war, racial and sexual violence, and neoliberal surveillance in the twenty-first century.

Civil wars are the biggest danger to world peace today - this book shows us why they happen, and how to avoid them. Most of us don't know it, but we are living in the world's greatest era of civil wars. While violence has declined worldwide, civil wars have increased. This is a new phenomenon. With the exception of a handful of cases - the American and English civil wars, the French Revolution - historically it has been rare for people to organise and fight their governments. This has changed. Since 1946, over 250 armed conflicts have broken out around the world, a number that continues to rise. Major civil wars are now being fought in countries including Iraq, Syria and Libya. Smaller civil wars are being fought in Ukraine, 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. In How Civil Wars Start, acclaimed expert 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 war and the conditions that create it. 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. This urgent and important book shows us a path back toward peace.

This book provides a new approach to the study of the History of Roman Law. It collects the first results of the European Research Council Project, Scriptores iuris Romani - dedicated to a new collection of the texts of Roman jurisprudence, highlighting important methodological issues, together with innovative reconstructions of the profiles of some ancient jurists and works. Jurists were great protagonists of the history of Rome, both as producers and interpreters of law, since the Republican Age and as collaborators of the principes during the Empire. Nevertheless, their role has been underestimated by modern historians and legal experts for reasons connected to the developments of Modern Law in England and in Continental Europe. This book aims to address this imbalance. It presents an advanced paradigm in considering the most important aspects of Roman law: the Justinian Digesta, and other juridical late antique anthologies. The work offers an historiographic model which overturns current perspectives and makes way for a different path for legal and historical studies. Unlike existing literature, the focus is not on the Justinian Codification, but on the individualities of ancient Roman Jurists. As such, it presents the actual legal thought of its experts and authors: the ancient iuris prudentes. The book will be of interest to researchers and academics in Classics, Ancient History, History of Law, and contemporary legal studies.

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.

This book is about history and the practical power of language to reveal historical change. Christopher Ehret offers a methodological guide to applying language evidence in historical studies. He demonstrates how these methods allow us not only to recover the histories of time periods and places poorly served by written documentation, but also to enrich our understanding of well-documented regions and eras. A leading historian as well as historical linguist of Africa, Ehret provides in-depth examples from the language phyla of Africa, arguing that his comprehensive treatment can be applied by linguistically trained historians and historical linguists working with any language and in any area of the world.

Orientalism, Philology, and the Illegibility of the Modern World examines the philology of orientalism. It discusses how European (and in particular German) orientalism has influenced the modern understanding of how language accesses reality and offers a critical reinterpretation of orientalism, ontology and modernity. This book pushes an innovative focus on the global history of knowledge as entangled between European and non-European cultures. Drawing from formal oriental studies, epigraphy, travel literature, and theology, Henning Truper explores how the attempt to appropriate the world by attaching language to the notion of a 'real' reference in the world ultimately produced a crisis of meaning. In the process, Truper convincingly challenges received understandings of the intellectual genealogies of oriental scholarship and its practices. This ground-breaking study is a meaningful contribution to current discourses about philology and significantly adds to our understanding about the relationship between discursive practices, cultural agendas, and political systems. As such, it will be of immense value to scholars researching Europe and the modern world, the history of philology, and those seeking to historicise the prevalent debates in theory.

Time Maps extends beyond all of the old cliches about linear, circular, and spiral patterns of historical process and provides us with models of the actual legends used to map history. It is a brilliant and elegant exercise in model building that provides new insights into some of the old questions about philosophy of history, historical narrative, and what is called straight history.-Hayden White, University of California, Santa Cruz Who were the first people to inhabit North America? Does the West Bank belong to the Arabs or the Jews? Why are racists so obsessed with origins? Is a seventh cousin still a cousin? Why do some societies name their children after dead ancestors? As Eviatar Zerubavel demonstrates in Time Maps, we cannot answer burning questions such as these without a deeper understanding of how we envision the past. In a pioneering attempt to map the structure of our collective memory, Zerubavel considers the cognitive patterns we use to organize the past in our minds and the mental strategies that help us string together unrelated events into coherent and meaningful narratives, as well as the social grammar of battles over conflicting interpretations of history. Drawing on fascinating examples that range from Hiroshima to the Holocaust, from Columbus to Lucy, and from ancient Egypt to the former Yugoslavia, Zerubavel shows how we construct historical origins; how we tie discontinuous events together into stories; how we link families and entire nations through genealogies; and how we separate distinct historical periods from one another through watersheds, such as the invention of fire or the fall of the Berlin Wall. Most people think the Roman Empire ended in 476, even though it lasted another 977 years in Byzantium. Challenging such conventional wisdom, Time Maps will be must reading for anyone interested in how the history of our world takes shape.

Is time out of joint? For the past two centuries, the dominant Western time regime has been future-oriented and based on the linear, progressive and homogeneous concept of time. Over the last few decades, there has been a shift towards a new, present-oriented regime or 'presentism', made up of multiple and percolating temporalities. Rethinking Historical Time engages with this change of paradigm, providing a timely overview of cutting-edge interdisciplinary approaches to this new temporal condition. Marek Tamm and Laurent Olivier have brought together an international team of scholars working in history, anthropology, archaeology, geography, philosophy, literature and visual studies to rethink the epistemological consequences of presentism for the study of past and to discuss critically the traditional assumptions that underpin research on historical time. Beginning with an analysis of presentism, the contributors move on to explore in historical and critical terms the idea of multiple temporalities, before presenting a series of case studies on the variability of different forms of time in contemporary material culture.

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.

Many students learn about the Middle East through a sprinkling of information and generalizations deriving largely from media treatments of current events. This scattershot approach can propagate bias and misconceptions that inhibit students' abilities to examine this vitally important part of the world. Understanding and Teaching the Modern Middle East moves away from the Orientalist frameworks that have dominated the West's understanding of the region, offering a range of fresh interpretations and approaches for teachers. The volume brings together experts on the rich intellectual, cultural, social, and political history of the Middle East, providing necessary historical context to familiarize teachers with the latest scholarship. Each chapter includes easy- to-explore sources to supplement any curriculum, focusing on valuable and controversial themes that may prove pedagogically challenging, including colonization and decolonization, the 1979 Iranian revolution, and the US-led 'war on terror.' By presenting multiple viewpoints, the book will function as a springboard for instructors hoping to encourage students to negotiate the various contradictions in historical study.

There is one critical way we honor great tragedies: by never forgetting. Collective remembrance is as old as human society itself, serving as an important source of social cohesion, yet as Jeffrey Andrew Barash shows in this book, it has served novel roles in a modern era otherwise characterized by discontinuity and dislocation. Drawing on recent theoretical explorations of collective memory, he elaborates an important new philosophical basis for it, one that unveils profound limitations to its scope in relation to the historical past. Crucial to Barash's analysis is a look at the radical transformations that symbolic configurations of collective memory have undergone with the rise of new technologies of mass communication. He provocatively demonstrates how such technologies' capacity to simulate direct experience-especially via the image-actually makes more palpable collective memory's limitations and the opacity of the historical past, which always lies beyond the reach of living memory. Thwarting skepticism, however, he eventually looks to literature-specifically writers such as Walter Scott, Marcel Proust, and W. G. Sebald-to uncover subtle nuances of temporality that might offer inconspicuous emblems of a past historical reality.

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.

Life Against Death cannot fail to shock, if it is taken personally; for it is a book which does not aim at eventual reconciliation with the views of common sense.

Moments of Cooperation and Incorporation is a set of six essays showcasing moments between 1782 and 1996 when the Jamaican and American people of the African diaspora have cooperated with each other in the socio-geographic spaces of each. For both groups, this was a period defined by slavery, resistance, struggles for freedom, decolonization and civil rights. Brodber's work relates the long connections between black Jamaicans and blacks in the United States from the late eighteenth century well into the twentieth century and aims to foster understanding and self-respect among these people brought without their permission to the Americas. This work makes a vital contribution to the history of the African diaspora and is essential reading for students and scholars of the New World. Brodber employs a variety of disciplinary methods - historical and anthropological, most notably - in presenting and interpreting this long history, and her skill as a novelist makes this scholarly work equally compelling for the general reader.

Subaltern Geographies is the first book-length discussion addressing the relationship between the historical innovations of subaltern studies and the critical intellectual practices and methodologies of cultural, urban, historical, and political geography. This edited volume explores this relationship by attempting to think critically about space and spatial categorizations. Editors Tariq Jazeel and Stephen Legg ask, What methodological-philosophical potential does a rigorously geographical engagement with the concept of subalternity pose for geographical thought, whether in historical or contemporary contexts? And what types of craft are necessary for us to seek out subaltern perspectives both from the past and in the present? In so doing, Subaltern Geographies engages with the implications for and impact on disciplinary geographical thought of subaltern studies scholarship, as well as the potential for such thought. In the process, it probes new spatial ideas and forms of learning in an attempt to bypass the spatial categorizations of methodological nationalism and Eurocentrism.

This is a Short Story Book with A Difference: It has true stories in it that show what it was like to live in a GIANT BUBBLE called the 2nd World War. Many of the stories describe the emotional and physical cost of a World War on the British people who were forced to endure almost 6 years of continuous fighting. Numerous individuals chose to supress their emotions by adopting the famous British 'stiff upper lip' while struggling with their inner fears. It wasn't the best solution; it was the only solution under the circumstances. By doing so it provided them with the sufficient inner strength to keep going through the unknown, for that's what their lives were like during this period, completely unknown and living on the edge day by day. Death was frequently perched on their shoulders, taunting and mocking them. Especially those in the military who lived through the terrible nightmare that was the daily carnage in the front line, because they knew that tomorrow could easily be their last day on earth. It was an abnormal existence dealing with their own mortality, and many succumbed to what was known at the time as 'shell shock,' and by the end of the war it was too much of a burden for countless men and women and was a contributing factor in many suicides in a society where being outwardly strong was considered to be an important asset.