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Bosnian Muslims, East African Masai, Czech-speaking Austrians,
North American indigenous peoples, and Jewish immigrants from
across Europe-the nineteenth-century British and Habsburg Empires
were characterized by incredible cultural and racial-ethnic
diversity. Notwithstanding their many differences, both empires
faced similar administrative questions as a result: Who was
excluded or admitted? What advantages were granted to which groups?
And how could diversity be reconciled with demands for national
autonomy and democratic participation? In this pioneering study,
Benno Gammerl compares Habsburg and British approaches to governing
their diverse populations, analyzing imperial formations to reveal
the legal and political conditions that fostered heterogeneity.
Bosnian Muslims, East African Masai, Czech-speaking Austrians,
North American indigenous peoples, and Jewish immigrants from
across Europe—the nineteenth-century British and Habsburg Empires
were characterized by incredible cultural and racial-ethnic
diversity. Notwithstanding their many differences, both empires
faced similar administrative questions as a result: Who was
excluded or admitted? What advantages were granted to which groups?
And how could diversity be reconciled with demands for national
autonomy and democratic participation? In this pioneering study,
Benno Gammerl compares Habsburg and British approaches to governing
their diverse populations, analyzing imperial formations to reveal
the legal and political conditions that fostered heterogeneity.
Spanning Europe, Asia and the Pacific, Encounters with Emotions
investigates experiences of face-to-face transcultural encounters
from the seventeenth century to the present and the emotional
dynamics that helped to shape them. Each of the case studies
collected here investigates fascinating historiographical questions
that arise from the study of emotion, from the strategies people
have used to interpret and understand each other's emotions to the
roles that emotions have played in obstructing communication across
cultural divides. Together, they explore the cultural aspects of
nature as well as the bodily dimensions of nurture and trace the
historical trajectories that shape our understandings of current
cultural boundaries and effects of globalization.
Learning How to Feel explores the ways in which children and
adolescents learn not just how to express emotions that are thought
to be pre-existing, but actually how to feel. The volume assumes
that the embryonic ability to feel unfolds through a complex
dialogue with the social and cultural environment and specifically
through reading material. The fundamental formation takes place in
childhood and youth. A multi-authored historical monograph,
Learning How to Feel uses children's literature and advice manuals
to access the training practices and learning processes for a wide
range of emotions in the modern age, circa 1870-1970. The study
takes an international approach, covering a broad array of social,
cultural, and political milieus in Britain, Germany, India, Russia,
France, Canada, and the United States. Learning How to Feel places
multidirectional learning processes at the centre of the
discussion, through the concept of practical knowledge. The book
innovatively draws a framework for broad historical change during
the course of the period. Emotional interaction between adult and
child gave way to a focus on emotional interactions among children,
while gender categories became less distinct. Children were
increasingly taught to take responsibility for their own emotional
development, to find 'authenticity' for themselves. In the context
of changing social, political, cultural, and gender agendas, the
building of nations, subjects and citizens, and the forging of
moral and religious values, Learning How to Feel demonstrates how
children were provided with emotional learning tools through their
reading matter to navigate their emotional lives.
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