This collection provides a long-overdue examination of the nineteenth century as a crucible of new commemorative practices. Distinctive memory cultures emerged during this period which would fundamentally reshape public and private practices of remembrance in the modern world. The essays in this volume bring together scholars of History, Literature, Art History, and Musicology to explore uses of memory in nineteenth-century empire-building and constructions of national identity, cultures of sentiment and mourning practices, and discourses of race and power. Contributors approach the topic through case studies of Europe, the United States, and the British Empire. Their analyses of nineteenth-century innovations in commemoration at both the personal and the larger civic and political levels will appeal to students and scholars of memory and of the nineteenth-century world.
This volume addresses the complex relationship between memory, culture, and gender--as well as the representation of women in national memory--in several European countries. An international group of contributors explore the national allegories of memory in the nineteenth and twentieth centuries, the relationship between violence and war in the recollections of both families and the state, and the methodological approaches that can be used to study a gendered culture of memory.
This book explores European soldiers’ encounters with their continent’s exotic frontiers from the French Revolution to the First World War. In numerous military expeditions to Italy, Spain, Russia, Greece and the ‘Levant’ they found wild landscapes and strange societies inhabited by peoples who needed to be ‘civilized.’ Yet often they also discovered founding sites of Europe’s own ‘civilization’ (Rome, Jerusalem) or decaying reminders of ancient grandeur. The resulting encounters proved seminal in forging a military version of the ‘civilizing mission’ that shaped Europe’s image of itself as well as its relations with its own periphery during the long nineteenth century.
In an era of rapidly increasing technological advances and international exchange, how did young people come to understand the world beyond their doorsteps? Focusing on Germany through the lens of the history of knowledge, this collection explores various media for children—from textbooks, adventure stories, and other literature to board games, museums, and cultural events—to probe what they aimed to teach young people about different cultures and world regions. These multifaceted contributions from specialists in historical, literary, and cultural studies delve into the ways that children absorbed, combined, and adapted notions of the world.
Bringing together innovative and internationally renowned experts, this volume provides concise presentations of the main concepts and cutting-edge research fields in the study of culture (rather than the infinite multitude of possible themes). More specifically, the volume outlines different models for the study of culture, explores avenues for interdisciplinary exchange, assesses key concepts and traces their travels across various disciplinary, historical and national contexts. To trace the travelling of concepts means to map both their transfer from one discipline, approach or culture of research to another, and also to identify the transformations which emerge through these processes of transfer. The volume serves to show that working with (travelling) concepts provides a unique strategy for research and research design which can open up a wide range of promising perspectives for interdisciplinary exchange. It offers an exemplary overview of an interdisciplinary and international approach to the travelling concepts that organize, structure and shape the study of culture. In doing so, the volume serves to initiate a dialogue that exceeds disciplinary and national boundaries and introduces a self-reflexive dimension to the field, thus affording a recognition of how deeply disciplinary premises and nation-specific research traditions affect different approaches in the study of culture.
The author shows how museum culture offers a unique vantage point on the 19th and 20th centuries' preoccupation with history and subjectivity, and demonstrates how the constitution of the aesthetic provides insight into the realms of technology, industrial culture, architecture, and ethics.
The nineteenth century witnessed the birth of German nationalism and the unification of Germany as a powerful nation-state. In this era the reading public?s obsession with the most destructive and divisive war in its history?the Thirty Years? War?resurrected old animosities and sparked a violent, century-long debate over the origins and aftermath of the war. The core of this bitter argument was a clash between Protestant and Catholic historians over the cultural criteria determining authentic German identity and the territorial and political form of the future German nation. ø This groundbreaking study of modern Germany?s morbid fascination with the war explores the ideological uses of history writing, commemoration, and collective remembrance to show how the passionate argument over the ?meaning? of the Thirty Years? War shaped Germans' conception of their nation. The first book in the extensive literature on German history writing to examine how modern German historians reinterpreted a specific event to define national identity and legitimate political and ideological agendas, The Thirty Years? War and German Memory in the Nineteenth Century is a bold intellectual history of the confluence of history writing, religion, culture, and politics in nineteenth-century Germany.
This book provides fresh perspectives on the object world, embodied experience and materiality in nineteenth-century literature and culture. Contributors explore canonical works by Austen, Brontë, Dickens and James, alongside less-familiar texts and a range of objects including nineteenth-century automata, scrapbooks, museum exhibits and antiques.
A Pedagogy of Observation argues that the fascination with learning about the past and new locations in panoramic form spread far from the traditional sites of popular entertainment and amusement. Although painted panoramas captivated audiences from Hamburg to Leipzig and Berlin to Vienna, relatively few people had direct access to this invention. Instead, most Germans in the early nineteenth century encountered panoramas for the first time through the written word. The panorama experience described inthis book centers on the emergence of a new type of visual language and self-fashioning in material culture adopted by Germans at the turn of the nineteenth century, one that took cues from the pedagogy of observing and interpreting space at panorama shows. By reading about what editors, newspaper correspondents, and writers referred to as “panoramas,” curious Germans learned about a new representational medium and a new way to organize and produce knowledge about the scenes on display, even if they had never seen these marvels in person. Like an audience member standing on a panorama platform at a show, reading about panoramas transported Germans to new worlds in the imagination, while maintaining a safe distance from the actual transformations being portrayed. A Pedagogy of Observation identifies how the German bourgeois intelligentsia created literature as panoramic stages both for self-representation and as a venue for critiquing modern life. These written panoramas, so to speak, helped German readers see before their eyes industrial transformations, urban development, scientific exploration, and new possibilities for social interactions. Through the immersive act of reading, Germans entered an experimental realm that fostered critical engagement with modern life before it was experienced firsthand. Surrounded on all sides by new perspectives into the world, these readers occupied the position of the characters that they read about in panoramic literature. From this vantage point, Germans apprehended changes to their immediate environment and prepared themselves for the ones still to come.
Antiquity, as the term has been understood and used over the centuries by scholars, political and religious figures, and ordinary citizens, is far from a single, monolithic concept. Rather than reflecting a stable, shared understanding about the past and its meaning, the idea of antiquity is instead varying and multiple, taking on different meanings and deployed to different effects depending on the context in which it is being considered. In this volume, historians from a wide range of specialties offer a comparative assessment of the multiple perceptions of antiquity that have shaped modern European cultures and national identities, deploying a new methodological approach, histoire croisée, which considers these questions in light of the development of cultural diversity across Europe.
