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.

HarperCollins is proud to present its incredible range of best-loved, essential classics. Plato's Republic has influenced Western philosophers for centuries, with its main focus on what makes a well-balanced society and individual.

The field of American history has undergone remarkable expansion in the past century, all of it reflecting a broadening of the historical enterprise and democratization of its coverage. Today, the shape of the field takes into account the interests, identities, and narratives of more Americans than at any time in its past. Much of this change can be seen through the history of the Organization of American Historians, which, as its mission states, "promotes excellence in the scholarship, teaching, and presentation of American history, and encourages wide discussion of historical questions and equitable treatment of all practitioners of history."
This century-long history of the Organization of American Historians-and its predecessor, the Mississippi Valley Historical Association-explores the thinking and writing by professional historians on the history of the United States. It looks at the organization itself, its founding and dynamic growth, the changing composition of its membership and leadership, the emphasis over the years on teaching and public history, and pedagogical approaches and critical interpretations as played out in association publications, annual conferences, and advocacy efforts. The majority of the book emphasizes the writing of the American story by offering a panorama of the fields of history and their development, moving from long-established ones such as political history and diplomatic history to more recent ones, including environmental history and the history of sexuality

From the headlines of local newspapers to the coverage of major media outlets, scenes of war, natural disaster, political revolution and ethnic repression greet readers and viewers at every turn. What we often fail to grasp, however, despite numerous treatments of events is the deep meaning and broader significance of crisis and disaster. The complexity and texture of these situations are most evident in the broader personal stories of those whom the events impact most intimately. Oral history, with its focus on listening and collaborative creation with participants, has emerged as a forceful approach to exploring the human experience of crisis. Despite the recent growth of crisis oral history fieldwork, there has been little formal discussion of the process and meaning of utilizing oral history in these environments. Oral history research takes on special dimensions when working in highly charged situations often in close proximity to traumatic events. The emergent inclination for oral historians to respond to document crisis calls for a shared conversation among scholars as to what we have learned from crisis work so far. This dialogue, at the heart of this collection of oral history excerpts and essays, reveals new layers of the work of the oral historian. From the perspective of crisis and disaster oral history, the book addresses both the ways in which we think about the craft of oral hsitory, and the manner in which we use it. The book presents excerpts from oral histories done after twelve world crises, followed by critical analyses by the interviewers. Additional analytical chapters set the interviews in the contexts of pyschoanalysis and oral history methodology.

Doing Oral History: A Practical Guide is considered the premier guidebook to oral history, used by professional oral historians, public historians, archivists, and genealogists as a core text in college courses and throughout the public history community. Over the past decades, the development of digital audio and video recording technology has continued to alter the practice of oral history, making it even easier to produce quality recordings and to disseminate them on the Internet. This basic manual offers detailed advice on setting up an oral history project, conducting interviews, making video recordings, preserving oral history collections in archives and libraries, and teaching and presenting oral history. Using the existing Q&A format, the third edition asks new questions and augments previous answers with new material, particularly in these areas: 1. Technology: As before, the book avoids recommending specific equipment, but weighs the merits of the types of technology available for audio and video recording, transcription, preservation, and dissemination. Information about web sites is expanded, and more discussion is provided about how other oral history projects have posted their interviews online. 2. Teaching: The new edition addresses the use of oral history in online teaching. It also expands the discussion of Institutional Review Boards (IRBs) with the latest information about compliance issues. 3. Presentation: Once interviews have been conducted, there are many opportunities for creative presentation. There is much new material available on innovative forms of presentation developed over the last decade, including interpretive dance and other public performances. 4. Legal considerations: The recent Boston College case, in which the courts have ruled that Irish police should have access to sealed oral history transcripts, has re-focused attention on the problems of protecting donor restrictions. The new edition offers case studies from the past decade. 5. Theory and Memory: As a beginner's manual, Doing Oral History has not dealt extensively with theoretical issues, on the grounds that these emerge best from practice. But the third edition includes the latest thinking about memory and provides a sample of some of the theoretical issues surrounding oral sources. It will include examples of increased studies into catastrophe and trauma, and the special considerations these have generated for interviewers. 6. Internationalism: Perhaps the biggest development in the past decade has been the spreading of oral history around the world, facilitated in part by the International Oral History Association. New oral history projects have developed in areas that have undergone social and political upheavals, where the traditional archives reflect the old regimes, particularly in Eastern Europe, the Middle East, Asia, Africa, and Latin America. The third edition includes many more references to non-U.S. projects that will still be relevant to an American audience. These changes make the third edition of Doing Oral History an even more useful tool for beginners, teachers, archivists, and all those oral history managers who have inherited older collections that must be converted to the latest technology.

Does history matter? Is it anything more than entertainment? And if so, what practical relevance does it have? In this fully revised second edition of a seminal text, John Tosh persuasively argues that history is central to an informed and critical understanding of topical issues in the present. Including a range of contemporary examples from Brexit to child sexual abuse to the impact of the internet, this is an important and practical introduction for all students of history. Inspiring and empowering, this book provides both students and general readers with a stimulating and practical rationale for the study of history. It is essential reading for all undergraduate students of history who require an engaging introduction to the subject. New to this Edition: - Illustrative examples and case studies are fully updated - Features a postscript on British historians and Brexit - Bibliography is heavily revised

Daughter. Wife. Mother. Mystic. Discover the life of this fifteenth century merchant's wife from King's Lynn who despite being unable to read or write created the first autobiography in English. Explore Margery's world of visions, pilgrimages and the constant threat of being burned for heresy.

After three years in his own time, Chris Lennox is again thrown back to Georgian England where wars are raging against the Danes and the French. His life is on the line at home and abroad as he fights to live another day. Ed Lane is a former member of the Parachute Regiment T.A. In civilian life he ran his own graphic design business where he honed his writing skills working for multi-national companies. He lives in the tranquil Lincolnshire Wolds with his wife Barb. To Live Another Day is his tenth novel.

One of the twentieth century's most influential books, this classic work of anthropology offers a groundbreaking exploration of what culture is With The Interpretation of Cultures, the distinguished anthropologist Clifford Geertz developed the concept of thick description, and in so doing, he virtually rewrote the rules of his field. Culture, Geertz argues, does not drive human behavior. Rather, it is a web of symbols that can help us better understand what that behavior means. A thick description explains not only the behavior, but the context in which it occurs, and to describe something thickly, Geertz argues, is the fundamental role of the anthropologist. Named one of the 100 most important books published since World War II by the Times Literary Supplement, The Interpretation of Cultures transformed how we think about others' cultures and our own. This definitive edition, with a foreword by Robert Darnton, remains an essential book for anthropologists, historians, and anyone else seeking to better understand human cultures.

Rooted in the day-to-day experience of teaching and written for those without specialist technical knowledge, this is a new edition of the go-to guide to using digital tools and resources in the humanities classroom. In response to the rapidly changing nature of the field, this new edition has been updated throughout and now features: - A brand-new Preface accounting for new developments in the broader field of DH pedagogy - New chapters on 'Collaborating' and on 'Teaching in a Digital Classroom' - New sections on collaborating with other teachers; teaching students with learning differences; explaining the benefits of digital pedagogy to your students; and advising graduate students about the technologies they need to master - New 'advanced activities' and 'advanced assignment' sections (including bots, vlogging, crowd-sourcing, digital storytelling, web scraping, critical making, automatic text generation, and digital media art) - Expanded chapter bibliographies and over two dozen tables offering practical advice on choosing software programs Accompanied by a streamlined companion website, which has been entirely redesigned to answer commonly asked questions quickly and clearly, this is essential reading for anyone looking to incorporate digital tools and resources into their daily teaching.

Michael H. McCarthy has carefully studied the writings of Bernard Lonergan (Canadian philosopher-theologian, 1904-1984) for over fifty years. In his 1989 book, The Crisis of Philosophy, McCarthy argued for the superiority of Lonergan's distinctive philosophical project to those of his analytic and phenomenological rivals. Now in Authenticity as Self-Transcendence: The Enduring Insights of Bernard Lonergan, he develops and expands his earlier argument with four new essays, designed to show Lonergan's exceptional relevance to the cultural situation of late modernity. The essays explore and appraise Lonergan's cultural mission: to raise Catholic philosophy and theology to meet the intellectual challenges and standards of his time.

Throughout the twentieth century, scholars, artists and politicians have accused each other of "historicism." But what exactly did this mean? Judging by existing scholarship, the answers varied enormously. Like many other "isms," historicism could mean nearly everything, to the point of becoming meaningless. Yet the questions remain: What made generations of scholars throughout the humanities and social sciences worry about historicism? Why did even musicians and members of parliament warn against historicism? And what explains this remarkable career of the term across generations, fields, regions, and languages? Focusing on the "travels" that historicism made, this volume uses historicism as a prism for exploring connections between disciplines and intellectual traditions usually studied in isolation from each other. It shows how generations of sociologists, theologians, and historians tried to avoid pitfalls associated with historicism and explains why the term was heavily charged with emotions like anxiety, anger, and worry. While offering fresh interpretations of classic authors such as Friedrich Meinecke, Karl Loewith, and Leo Strauss, this volume highlights how historicism took on new meanings, connotations, and emotional baggage in the course of its travels through time and place.

This volume approaches the broad topic of wonder in the works of Tacitus, encompassing paradox, the marvellous and the admirable. Recent scholarship on these themes in Roman literature has tended to focus on poetic genres, with comparatively little attention paid to historiography: Tacitus, whose own judgments on what is worthy of note have often differed in interesting ways from the preoccupations of his readers, is a fascinating focal point for this complementary perspective. Scholarship on Tacitus has to date remained largely marked by a divide between the search for veracity - as validated by modern historiographical standards - and literary approaches, and as a result wonders have either been ignored as unfit for an account of history or have been deprived of their force by being interpreted as valid only within the text. While the modern ideal of historiographical objectivity tends to result in striving for consistent heuristic and methodological frameworks, works as varied as Tacitus' Histories, Annals and opera minora can hardly be prefaced with a statement of methodology broad enough to escape misrepresenting their diversity. In our age of specialization a streamlined methodological framework is a virtue, but it should not be assumed that Tacitus had similar priorities, and indeed the Histories and Annals deserve to be approached with openness towards the variety of perspectives that a tradition as rich as Latin historiographical prose can include within its scope. This collection proposes ways to reconcile the divide between history and historiography by exploring contestable moments in the text that challenge readers to judge and interpret for themselves, with individual chapters drawing on a range of interpretive approaches that mirror the wealth of authorial and reader-specific responses in play.

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.

What is it to practice history in an age in which photographs exist? What is the impact of photographs on the core historiographical practices which define the discipline and shape its enquiry and methods? In Photographs and the Practice of History, Elizabeth Edwards proposes a new approach to historical thinking which explores these questions and redefines the practices at the heart of this discipline. Structured around key concepts in historical methodology which are recognisable to all undergraduates, the book shows that from the mid-19th century onward, photographs have influenced historical enquiry. Exposure to these mass-distributed cultural artefacts is enough to change our historical frameworks even when research is textually-based. Conceptualised as a series of 'sensibilities' rather than a methodology as such, it is intended as a companion to 'how to' approaches to visual research and visual sources. Photographs and the Practice of History not only builds on existing literature by leading scholars: it also offers a highly original approach to historiographical thinking that gives readers a foundation on which to build their own historical practices.

How did the Great Proletarian Cultural Revolution affect everyone's lives? Why did people re/negotiate their identities to adopt revolutionary roles and duties? How did people, who lived with different self-understandings and social relations, inevitably acquire and practice revolutionary identities, each in their own light?This book plunges into the contexts of these concerns to seek different relations that reveal the Revolution's different meanings. Furthermore, this book shows that scholars of the Cultural Revolution encountered emotional and intellectual challenges as they cared about the real people who owned an identity resource that could trigger an imagined thread of solidarity in their minds.The authors believe that the Revolution's magnitude and pervasive scope always resulted in individualized engagements that have significant and differing consequences for those struggling in their micro-context. It has impacted a future with unpredictable collective implications in terms of ethnicity, gender, memory, scholarship, or career. The Cultural Revolution is, therefore, an evolving relation beneath the rise of China that will neither fade away nor sanction integrative paths.

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.

Why have the influences of the Great Proletarian Cultural Revolution (roughly 1966-1976) in contemporary China been so pervasive, profound, and long-lasting? This book posits that the Revolution challenged everyone to decide how they can and should be themselves.Even scholars who study the Cultural Revolution from a presumably external vantage point must end up with an ideological position relative to whom they study. This amounts to a focused curiosity toward the Maoist agenda rivaling its alternatives. As a result, the political lives after the Cultural Revolution remain, ulteriorly and ironically, Maoist to a ubiquitous extent.How then can we cleanse, forget, neutralize, rediscover, contextualize, realign, revitalize, or renovate Maoism? The authors contend that all must appropriate ideologies for political and analytical purposes and adapt to how others use ideological discourses. This book then invites its readers to re-examine ideology contexts for people to appreciate how they acquire their roles and duties. Those more practiced can even reversely give new meanings to reform, nationalism, foreign policy, or scholarship by shifting between Atheism, Maoism, Confucianism, and Marxism, incurring alternative ideological lenses to de-/legitimize their subject matter.