Over the last two centuries, collectors from around the world have historicized, politicized, and digitized media in the pursuit of knowledge and education. This collected volume explores collections of educational media and their bearing on the ways in which people learn in both the present and future, how and why material objects have been used worldwide to store and maintain knowledge for politically expedient reasons, and how our understanding of digital collections can be adequately understood only in relation to, and as an extension and adaptation of, the historically contingent material collections from which they emerged.

"One strength of Carrier's book is the way he charts these debates, showing how they were symptomatic of a wider struggle over national memory. Another great strength of this book is its thorough and informative knowledge of theoretical literature on memory and memorials, a knowledge which Carrier - to his enormous credit - does not simply parade before us but actually applies to the objects of his study...a superb book."- European History Quarterly

" Carrier] argues convincingly that what really matters about these memorials is not so much the finished product as the social and political context in which they were mooted, conceived and built - and the empirical context in which they are subsequently interpreted... Another great strength of this book is its thorough and informative knowledge of theoretical literature on memory and memorials. - European History

"Carrier's analysis of the form and the multidimensional meaning of the monuments is insightful. One of the most important contributions of this book is its argument that sites of memory produce not only social consensus but also dialogue and competition between the victims." - German History

Since 1989, two sites of memory with respect to the deportation and persecution of Jews in France and Germany during the Second World War have received intense public attention: the Velo d'Hiver (Winter Velodrome) in Paris and the Monument for the Murdered Jews of Europe or Holocaust Monument in Berlin. Why is this so? Both monuments, the author argues, are unique in the history of memorial projects. Although they are genuine "sites of memory," neither monument celebrates history, but rather serve as platforms for the deliberation, negotiation and promotion of social consensus over the memorial status of war crimes in France and Germany. The debates over these monuments indicate that it is the communication among members of the public via the mass media, rather than qualities inherent in the sites themselves, which transformed these sites into symbols beyond traditional conceptions of heritage and patriotism.

Since 1989, two sites of memory with respect to the deportation and persecution of Jews in France and Germany during the Second World War have received intense public attention: the Velo d'Hiver (Winter Velodrome) in Paris and the Monument for the Murdered Jews of Europe or Holocaust Monument in Berlin. Why is this so? Both monuments, the author argues, are unique in the history of memorial projects. Although they are genuine "sites of memory", neither monument celebrates history, but rather serve as platforms for the deliberation, negotiation and promotion of social consensus over the memorial status of war crimes in France and Germany. The debates over these monuments indicate that it is the communication among members of the public via the mass media, rather than qualities inherent in the sites themselves, which transformed these sites into symbols beyond traditional conceptions of heritage and patriotism.

At a time when the power of schools and both state and federal education authorities to guide young people's sense of belonging is being challenged by multilingualism, by the claims of supra- and subnational regions and minorities, by memories of national catastrophes and crimes, and by out-of-school educational media, this collection of essays provides an apposite exploration of the ways in which shared narratives continue to be transmitted and learnt. Its authors, whose work emerged from a series of conferences organised by the French National Institute for Pedagogical Research in Lyon, Barcelona and Paris in 2010, demonstrate not only ways in which multiple disciplines (including history, literature, social and language studies) address young people's sense of attachment, but also how challenges to educational policy are reflected in school textbooks and curricula in Algeria, Bulgaria, Catalonia, France, Galicia, Germany, Quebec, Senegal and the USA. These studies about the role of education in relation to largely tenacious but shifting national identities should appeal to specialists of education, nationalism studies, history and political science.