"Reframing Postcolonial Studies addresses the urgent issues that Black Lives Matter has raised with respect to everyday material practices and the frameworks in which our knowledge and cultural heritage are conceptualized and stored. Thebook points urgently to the many ways in which our society must reinvent itself to enable equitable justice for all."- Robert J.C. Young, Julius Professor of English and Comparative Literature, New York University, USA "Drawing on urban theory, art history, literary analysis, environmental humanities and linguistics, this book is ambitious and wide-ranging, asking us what it is to live creatively and critically with the residues of colonial appropriation and sedimentation while in open dialogue with the subjects who still live in its wake." - Tamar Garb, Durning Lawrence Professor in History of Art, University College London, UK This book constitutes a collective action to examine what foundational concepts, interdisciplinary methodologies, and activist concerns are pivotal for the future of common humanity, as we bear the weight of our postcolonial inheritance in the twenty-first century. Written by scholars of different generations, the chapters interrogate how current intellectual endeavors are in contact with individual and community-based actions outside of the academy. Going beyond the perennial debates on the tension between theory and praxis or on the disparity between activism and scholarship, they examine literary texts, visual artworks, language and immigration policies, public monuments, museum exhibitions, moral dilemmas, and political movements to deepen our contemporary postcolonial action on the edge of conceptual thinking, methodological experimentation, and scholarly activism. Reframing Postcolonial Studies is the first volume whose rationale is formulated in explicitly intergenerational, future-oriented terms.

This book provides a comprehensive survey of Edmund Burke's historical thought, a neglected area of both Burke scholarship and historiography. Ranging from Burke's general conception of history to his accounts of English, European, American, Irish and Asian-Muslim history, this book offers much-needed depth and context to his political life. Sora Sato illuminates Burke's ideas on civilisation and world order with careful analysis of both his well-known historical concepts, such as the ancient constitution of England and the spirit of chivalry, as well as his lesser-known opinions on war and the military. Written with clarity and precision, this book is an invaluable reference for scholars of Burke, early modern European history and political philosophy.

..".brings together an array of scholars' perspectives and approaches on how to rework and reframe traditional histories in order to foster and serve as the foundation for future political and economic integration in Europe...overall this volume critically examines the historiography of integration and the foundations of the constantly evolving European community. It successfully provides its readers with a refreshing framework in which European history can be studied and is highly recommended for graduate students and scholars of contemporary European history." . H-German Despite the growing interest in general European history, the European dimension is surprisingly absent from the writing of contemporary history. In most countries, the historiography on the 20th century continues to be dominated by national perspectives. Although there is cross-national work on specific topics such as occupation or resistance, transnational conceptions and narratives of contemporary European history have yet to be worked out. This volume focuses on the development of a shared conception of recent European history that will be required as an underpinning for further economic and political integration so as to make lasting cooperation on the old continent possible. It tries to overcome the traditional national framing that ironically persists just at a time when organized efforts to transform Europe from an object of debate to an actual subject have some chance of succeeding in making it into a polity in its own right."

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.

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This book is a study both of anachronism in antiquity and of anachronism as a vehicle for understanding antiquity. It explores the post-classical origins and changing meanings of the term 'anachronism' as well as the presence of anachronism in all its forms in classical literature, criticism and material objects. Contrary to the position taken by many modern philosophers of history, this book argues that classical antiquity had a rich and varied understanding of historical difference, which is reflected in sophisticated notions of anachronism. This central hypothesis is tested by an examination of attitudes to temporal errors in ancient literary texts and chronological writings and by analysing notions of anachronistic survival and multitemporality. Rather than seeing a sense of anachronism as something that separates modernity from antiquity, the book suggests that in both ancient writings and their modern receptions chronological rupture can be used as a way of creating a dialogue between past and present. With a selection of case-studies and theoretical discussions presented in a manner suitable for scholars and students both of classical antiquity and of modern history, anthropology, and visual culture, the book's ambition is to offer a new conceptual map of antiquity through the notion of anachronism.

Nominated for the Longman History Today Book of the Year Prize, 1995The first full-scale study of the rituals with which the British people commemorated three-quarters of a million war dead.Explains both the origins of the two minutes silence and the reasons for the success of the poppy appeal.This book examines how the British people came to terms with the massive trauma of the First World War. Although the literary memory of the war has often been discussed, little has been written on the public ceremonies on and around 11 November which dominated the public memory of the war in the inter-war years. This book aims to remedy the deficiency by showing the pre-eminence of Armistice Day, both in reflecting what people felt about the war and in shaping their memories of it. It shows that this memory was complex rather than simple and that it was continually contested. Finally it seeks to examine the impact of the Second World War on the memory of the First and to show how difficult it is to recapture the idealistic assumptions of a world that believed it had experienced 'the war to end all wars'.

*** 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.

Illuminates the relationship between Hume the political thinker, Hume the historian, and Hume the political economist and highlights the social, economic and institutional changes which he wove into an innovative theory of causation David Hume's six-volume History of England: From the Invasion of Julius Caesar to the Revolution in 1688 (1754-61) is probably his most important work as a constitutional historian and political theorist. Jia Wei's book shows that the History can be understood in two ways: firstly, as Hume's own narrative of England's state formation, and secondly, as his answer to the question of how eighteenth-century Britain could cope with the challengesof commercial revolution. It illuminates the relationship between Hume the political thinker, Hume the historian, and Hume the political economist and highlights the social, economic and institutional changes which he wove into aninnovative theory of causation. The first part of the book considers Hume's account of the fundamental rationale of maritime trade and England's unique approach to liberty in the modern era. The second part looks at his views concerning the profound impact of maritime trade on English politics. From his perspective, the problem of how to cope with the challenges posed by the commercial revolution in eighteenth-century Britain was closely linked tothe question of how transoceanic trade had fundamentally recast English politics from the sixteenth century onwards. This study shows how these two narratives were interwoven into Hume's History and will be of interest to scholars and students not only of David Hume and political theory but of historiography, eighteenth-century British history and Enlightenment studies. JIA WEI received her PhD from the University of Cambridge.

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.

This book explores the pedagogical possibilities of testimony and witnessing. Drawing on the work of Giorgio Agamben, this book highlights the ultimate impossibility of witnessing and testimony: testimonies do not stand outside language, history, politics, or capitalist systems. Through analysis of different aspects of representation, subjectivity and emotions, this book illustrates how testimonies can be used as a way to control student emotions, perceptions and understandings. Testimonies used within teaching can work as a way to reproduce stereotypes of suffering, and can thus consolidate and reinforce exisiting power structures and identities. By exploring these difficulties, the author argues for the value of teaching historical testimonies of suffering that recognize both the impossibilities and possibilities of witnessing and testimony. "Marie Hallander has provided an indispensable guide to re-thinking the pedagogical possibilities of witnessing and testimonies, essential reading for anyone interested in how to approach these topics both critically and pedagogically. Through a lucid theoretical synthesis, this book re-inscribes a dynamic pedagogical dimension into the topics of witnessing and testimony, which have been dominated by historians, psychologists and literary critics. Thinking through the theoretical challenges of witnessing and testimony yet using powerful examples from teaching, Hallander develops a forceful analysis that shows the profound implications of these topics for pedagogical practice." -Michalinos Zembylas, Open University of Cyprus, Cyprus "Timely and topical, this fascinating book complicates approaches to witnessing, suffering and testimony without diminishing the pedagogical, historical and political significance of sharing, or harkening to, one's experience. It is a powerful, original and valuable contribution in its field, not only because it weaves its themes in a diligent, reflective and critical manner, but also because it has its own, unique perspective and sensibilities, as these emerge from erudite combination of narrative, pedagogy and philosophy." -Marianna Papastephanou, University of Cyprus, Cyprus

Despite its prominence in public discourse, the notion of elites remains a highly contested and ambiguous part of modern political discourse. This monograph rehabilitates the idea of elites and gives it a solid theoretical footing, while relating it with the historical development of liberal thought in the west. The analysis offered in the book concentrates on the tradition of liberal political thought in France, which has consistently tackled the question of the elites, their role in society, and the process of their formation. Combining theoretical insights with practical wisdom, French liberal thinkers have seen the elite as an indispensable social category and as a vehicle for the development of human liberty. In their different prescriptive doctrines, French liberal thinkers have sought to reconcile the emergence of social elites with the requirements of social and political equality, as well as with the ongoing modernization of mores and institutions. The monograph offers a unique contribution to scholarship in modern political thought by engaging analytically with the notion of elites, as well as by offering a structured discussion on the historical development of liberalism in France.

This new title is a totally rewritten version of The Nature of History, first published in 1970, with revised editions in 1981, and again in 1989. Addressing the key questions of what history is, and why and how one studies it, this is a positive affirmation of the vital importance to society of the study of the past, and of the many crucial learning outcomes which accrue from historical study. There is a great deal of new material, engaging with and rebutting postmodernist criticisms of the history of the historians, and explicating more fully the author's pioneering work on how exactly historians analyze and interpret primary sources, and how they write their articles and books. This is a book for all readers interested in history, and for students and writers of history at all levels.

Europeanization is a term at the centre of contemporary political debate. In this innovative study, a team of British and German historians present the findings of their research project into how the concept and content of Europeanization needs to be understood as a historical phenomenon, which has changed its meaning during the twentieth century.

European integration has had, and is continuing to have, an enormous impact on the state of Europe: through transforming the nation-state; creating new supranational institutions and joint policy-making; integrating markets and liberalizing trade; fiscal redistribution; and through fostering the formation of transnational elite networks and growing identification with Europe; but also through accentuating social friction; raising concerns about the remoteness of supranational policy-making and serving as a focal point for 'Eurosceptic' political mobilization. Thus, it is increasingly crucial for researchers, students and citizens to understand the complex history of the present-day European Union. This book provides them with a highly accessible state of the art introduction to how historians and social scientists have conceptualized, written about, and debated this increasingly shared contemporary history of Europe since World War II.

In 1874, John Richard Green, a virtually unknown former clergyman, sold the rights for his school textbook, A Short History of the English People, to Macmillan for 350 pounds sterling, a generous sum for a work expected to sell a few thousand copies. To everyone's astonishment, the work sold 32,000 copies in its first year, and a half million copies thereafter. This publishing phenomenon was also a breakthrough in historiography, for unlike earlier histories, which focused on kings and statesmen, Green's work revolved around the common people, their creative energy, and their devotion to self-government. Thus, Green was a critical figure in the transition from the writing of history of elites to a broader history of social and cultural change. He was also one of the last great amateurs at a time when the field was coming to be dominated by academic specialists. By providing an examination of Green's career, this book illuminates a critical juncture in the history of the discipline.

This book analyses the actions, background, connections and the eventual trials of Hungarian female perpetrators in the Second World War through the concept of invisibility. It examines why and how far-right women in general and among them several Second World War perpetrators were made invisible by their fellow Arrow Cross Party members in the 1930s and during the war (1939-1945), and later by the Hungarian people's tribunals responsible for the purge of those guilty of war crimes (1945-1949). It argues that because of their 'invisibilization' the legacy of these women could remain alive throughout the years of state socialism and that, furthermore, this legacy has actively contributed to the recent insurgence of far-right politics in Hungary. This book therefore analyses how the invisibility of Second World War perpetrators is connected to twenty-first century memory politics and the present-day resurgence of far-right movements.

This book explores the historial role of the Balkan Wars. In Eastern Europe, the two Balkan Wars of 1912/13 had greater importance than the First World War for the construction of nations and states. This volume shows how these "short" wars profoundly changed the sociopolitical situation in the Balkans, with consequences that are still felt today. More than one hundred years later, the successors of the belligerent states in Southeastern Europe memorialize the wars as heroic highlights of their respective pasts. Furthermore, the metaphor that the Balkans were Europe's "powder keg", perpetuated at the beginning of the twentieth century in the face of these wars, was reactivated in both the West and the East up through the Yugoslav wars of the 1990s. The authors entangle the hitherto exclusive national master narratives and analyse them cogently and trenchantly for an international readership. They make an indispensable contribution to the proper integration of the Balkan Wars into the European historical memory of twentieth-century warfare.

This volume brings together a wide range of case studies from across the globe, written by some of the leading scholars in the field, to explore the complex ways in which historical understandings of childhood and juvenile delinquency have been constructed in a global context.

Commemorating the 400th anniversary of the publication of Francis Bacon's Advancement of Learning (1605), this collection examines Bacon's recasting of proto-scientific philosophies and practices into early modern discourses of knowledge. Like Bacon, all of the contributors to this volume confront an essential question: how to integrate intellectual traditions with emergent knowledges to forge new intellectual futures. The volume's main theme is Bacon's core interest in identifying and conceptualizing coherent intellectual disciplines, including the central question of whether Bacon succeeded in creating unified discourses about learning. Bacon's interests in natural philosophy, politics, ethics, law, medicine, religion, neoplatonic magic, technology and humanistic learning are here mirrored in the contributors' varied intellectual backgrounds and diverse approaches to Bacon's thought.

This volume explores the different mechanisms and forms of expression used by women to come to terms with the past, focusing on the variety and complexity of women's narratives of displacement within the context of Central and Eastern Europe. The first part addresses the quest for personal (post)memory from the perspective of the second and third generations. The touching collaboration established in reconstructing individual and family (post)memories offers invaluable insights into the effects of displacement, coping mechanisms, and resilience. Adopting the idea that the text itself becomes a site of (post)memory, the second part of the volume brings into discussion different sites and develops further this topic in relation to the creative process and visual text. The last part questions the past in relation to trauma and identity displacement in the countries where abusive regimes destroyed social bonds and had a lasting impact on the people lives.

This book offers an empirically informed understanding of how cultural, autobiographical and absent memories of orphanhood interact and interconnect or come into being in the re-telling of a life story and construction of an identity. The volume investigates how care experienced identities are embedded within personal, social and cultural practices of remembering. The book stems from research carried out into the life (hi)stories of twelve undervalued 'historical witnesses' (Roberts, 2002) of orphanhood: women who grew up in Nazareth House children's home in Belfast, Northern Ireland, during the 1940s, 50s and 60s. Several themes are covered, including histories of care in Northern Ireland, narratives and memories, sociologies of home, and self and identity. The result is an impressive text that works to introduce readers to the complexity of memory for care experienced people and what this means for their life story and identity.

This collected volume is the first to study the interface between contemporary social movements, cultural memory and digital media. Establishing the digital memory work practices of social movements as an important area of research, it reveals how activists use digital media to lay claim to, circulate and curate cultural memories. Interdisciplinary in scope, its contributors address mobilizations of mediated remembrance in the USA, Germany, Sweden, Italy, India, Argentina, the UK and Russia.

Perhaps the most influential figure in 20th century British, imperial, and world history, Winston S. Churchill has been the subject of numerous studies, biographies, and controversies, but not of a recent comprehensive bibliography. The most extensive and up-to-date bibliographic work on Churchill, this book provides a full historiographical survey and over 3,000 annotated entries on all of the important writings by and about Churchill. Reflecting Churchill's versatility, dynamism, and influence, the book emphasizes his background and context, covering, for instance, works on fifteen major controversies associated with Churchill, some thirty biographies ranging from those that glorify to solid, scholarly studies, to extreme revisionist attacks. The final historiographical chapter points to subjects that would benefit from further research.

Divided into two parts, the book opens with a historiographical narrative, covering historical and biographical events associated with the life and times of Winston Churchill. In addition to chapters on archival material, reference works, and studies on a wide range of topics pertaining to Churchill's life and multi-faceted career, part I includes a section on Churchill and the Internet. The second half of the book includes 3099 annotated entries on all works cited in part I. The two parts are fully cross-referenced, and the book also includes a short chronology and full indexes. The book will provide a valuable resource for students, scholars, and other researchers interested in Churchill and his era.

This book reframes commemoration through distinctly geographical lenses, locating it within experiential and digital worlds. It interrogates the role of power in representations of memory and shows how experiences of commemoration sit within, alongside and in contrast to its official normative forms. The book charts how memories, places and experiences of commemoration play out and have, or have not, changed in and through a digital world. Key to the book's exploration is a new epistemology of memory, underpinned by an embodied research approach.