This book reflects on the role of Argentinean cinema in the construction of social memory. It observes the melancholic scene of Argentina’s first decade post-dictatorship as a context without the necessary social understanding to frame the traumatic experiences of the 1976-1983 military repression. Hence, it interprets such conditions as facilitating processes of intersubjective forgetting, fostered by sociopolitical institutions organizing the discourse of truth within a neoliberal re-democratization endeavor. The book proposes that the non-hegemonic cinema of 1985-1996 operated as a symbolic mediation with which a post-dictatorial, poetic, negotiated truth emerged within the historical process of collective memorialization of social trauma. The book draws from research on Latin American cinema and popular culture, subaltern studies, memory and trauma studies, and the notion of cultural hegemony.
A unique exploration of the history of the bicycle in cinema, from Hollywood blockbusters and slapstick comedies to documentaries, realist dramas, and experimental films. Cycling and Cinema explores the history of the bicycle in cinema from the late nineteenth century through to the present day. In this new book from Goldsmiths Press, Bruce Bennett examines a wide variety of films from around the world, ranging from Hollywood blockbusters and slapstick comedies to documentaries, realist dramas, and experimental films, to consider the complex, shifting cultural significance of the bicycle. The bicycle is an everyday technology, but in examining the ways in which bicycles are used in films, Bennett reveals the rich social and cultural importance of this apparently unremarkable machine. The cinematic bicycles discussed in this book have various functions. They are the source of absurd comedy in silent films, and the vehicles that allow their owners to work in sports films and social realist cinema. They are a means of independence and escape for children in melodramas and kids' films, and the tools that offer political agency and freedom to women, as depicted in films from around the world. In recounting the cinematic history of the bicycle, Bennett reminds us that this machine is not just a practical means of transport or a child's toy, but the vehicle for a wide range of meanings concerning individual identity, social class, nationhood and belonging, family, gender, and sexuality and pleasure. As this book shows, two hundred years on from its invention, the bicycle is a revolutionary technology that retains the power to transform the world.
Memory construction and national identity are key issues in our societies, as well as it is patriotism. How can we nowadays believe and give sense to traditional narrations that explain the origins of nations and communities? How do these narrations function in a process of globalization? How should we remember the recent past? In the construction of collective memory, no doubt history taught at school plays a fundamental role, as childhood and adolescence are periods in which the identity seeds flourish vigorously. This book analyses how history is far more than pure historical contents given in a subject matter; it studies the situation of school history in different countries such as the former URSS, United States, Germany, Japan, Spain and Mexico, making sensible comparisons and achieving global conclusions. The empirical part is based on students interviews about school patriotic rituals, very close to the teaching of history, specifically carried out in Argentina but very similar to these rituals in other countries. The author analizes in which ways that historical knowledge is understood by students and its influence on the construction of patriotism. This book--aside from making a major contribution to the cultural psychology field--should be of direct interest and relevance to all people interested in the ways education succeeds in its variable functions. As a matter of fact, it is related to other IAP books as Contemporary Public Debates Over History Education (Nakou & Barca, 2010) and What Shall We Tell the Children? International Perspectives on School History Textbooks (Foster & Crawford, 2006).
Seventy years have passed since the end of the Asia-Pacific War, yet Japan remains embroiled in controversy with its neighbors over the war’s commemoration. Among the many points of contention between Japan, China, and South Korea are interpretations of the Tokyo War Crimes Trial, apologies and compensation for foreign victims of Japanese aggression, prime ministerial visits to the Yasukuni Shrine, and the war’s portrayal in textbooks. Collectively, these controversies have come to be called the “history problem.” But why has the problem become so intractable? Can it ever be resolved, and if so, how? To answer these questions author Hiro Saito mobilizes the sociology of collective memory and social movements, political theories of apology and reconciliation, psychological research on intergroup conflict, and philosophical reflections on memory and history. The history problem, he argues, is essentially a relational phenomenon caused when nations publicly showcase self-serving versions of the past at key ceremonies and events: Japan, South Korea, and China all focus on what happened to their own citizens with little regard for foreign others. Saito goes on to explore the emergence of a cosmopolitan form of commemoration taking humanity, rather than nationality, as its primary frame of reference, an approach increasingly used by a transnational network of advocacy NGOs, victims of Japan’s past wrongdoings, historians, and educators. When cosmopolitan commemoration is practiced as a collective endeavor by both perpetrators and victims, Saito argues, a resolution of the history problem—and eventual reconciliation—will finally become possible. The History Problem examines a vast corpus of historical material in both English and Japanese, offering provocative findings that challenge orthodox explanations. Written in clear and accessible prose, this uniquely interdisciplinary book will appeal to sociologists, political scientists, and historians researching collective memory, nationalism and cosmopolitanism, and international relations—and to anyone interested in the commemoration of historical wrongs. An electronic version of this book is freely available thanks to the support of libraries working with Knowledge Unlatched, a collaborative initiative designed to make high-quality books open access for the public good. The open-access version of this book is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0), which means that the work may be freely downloaded and shared for non-commercial purposes, provided credit is given to the author. Derivative works and commercial uses require permission from the publisher.
"Sergei Eisenstein (1898-1948), creator of such masterpieces as Battleship Potemkin, Alexander Nevsky and Ivan the Terrible, was perhaps the greatest of all film directors. He wrote his autobiography in 1946, two years before his death, and it is a work of major importance in the light it sheds on his personality and mercurial genius. Vivid, eccentric and free-ranging, Immoral Memories is written in a style reminiscent of the brilliant visual effects of montage and dynamic progression that characterize its author's film-making technique. He recounts his life in Russia from the time of the Revolution, during which he served in the Bolshevik army as a volunteer, his travels in the West and his encounters with a remarkable medley of individuals during his long career. He gives us unique insights, too, into his triumphs and tribulations. His disappointments and despair were exemplified by the banning of the film Ivan the Terrible, Part II, which was not released until fifteen years after his death. And he never expected his autobiography to be published in Russia. Yet in answer to his query "Has there been life" he replied that there had been "life lived acutely, joyously, tormentedly, at times even sparkling, unquestionably colourful, and such a life that, I suppose, I would not exchange for another""--Publisher's description.
The concept of »postmigration« has recently gained importance in the context of European societies' obsession with migration and integration along with emerging new forms of exclusion and nationalisms. This book introduces ongoing debates on the developing concept of »postmigration« and how it can be applied to arts and culture. While the concept has mainly gained traction in the cultural scene in Berlin, Germany, the contributions expand the field of study by attending to cultural expressions in literature, theatre, film, and art across various European societies, such as the United Kingdom, France, Finland, Denmark, and Germany. By doing so, the contributions highlight this concept's potential and show how it can offer new perspectives on transformations caused by migration.
What can we do to prevent more atrocities from happening in the future, and to stop the ones that are happening right now? That the World May Know tells the powerful and moving story of the successes and failures of the modern human rights movement. Drawing on firsthand accounts from fieldworkers around the world, the book gives a painfully clear picture of the human cost of confronting inhumanity in our day.
Elizabeth DeLoughrey invokes the cyclical model of the continual movement and rhythm of the ocean (‘tidalectics’) to destabilize the national, ethnic, and even regional frameworks that have been the mainstays of literary study. The result is a privileging of alter/native epistemologies whereby island cultures are positioned where they should have been all along—at the forefront of the world historical process of transoceanic migration and landfall. The research, determination, and intellectual dexterity that infuse this nuanced and meticulous reading of Pacific and Caribbean literature invigorate and deepen our interest in and appreciation of island literature. —Vilsoni Hereniko, University of Hawai‘i "Elizabeth DeLoughrey brings contemporary hybridity, diaspora, and globalization theory to bear on ideas of indigeneity to show the complexities of ‘native’ identities and rights and their grounded opposition as ‘indigenous regionalism’ to free-floating globalized cosmopolitanism. Her models are instructive for all postcolonial readers in an age of transnational migrations." —Paul Sharrad, University of Wollongong, Australia Routes and Roots is the first comparative study of Caribbean and Pacific Island literatures and the first work to bring indigenous and diaspora literary studies together in a sustained dialogue. Taking the "tidalectic" between land and sea as a dynamic starting point, Elizabeth DeLoughrey foregrounds geography and history in her exploration of how island writers inscribe the complex relation between routes and roots. The first section looks at the sea as history in literatures of the Atlantic middle passage and Pacific Island voyaging, theorizing the transoceanic imaginary. The second section turns to the land to examine indigenous epistemologies in nation-building literatures. Both sections are particularly attentive to the ways in which the metaphors of routes and roots are gendered, exploring how masculine travelers are naturalized through their voyages across feminized lands and seas. This methodology of charting transoceanic migration and landfall helps elucidate how theories and people travel, positioning island cultures in the world historical process. In fact, DeLoughrey demonstrates how these tropical island cultures helped constitute the very metropoles that deemed them peripheral to modernity. Fresh in its ideas, original in its approach, Routes and Roots engages broadly with history, anthropology, and feminist, postcolonial, Caribbean, and Pacific literary and cultural studies. It productively traverses diaspora and indigenous studies in a way that will facilitate broader discussion between these often segregated disciplines.
The interconnections between histories and memories of the Holocaust, colonialism and extreme violence in post-war French and Francophone fiction and film provide the central focus of this book. It proposes a new model of ‘palimpsestic memory’, which the author defines as the condensation of different spatio-temporal traces, to describe these interconnections and defines the poetics and the politics of this composite form. In doing so it is argued that a poetics dependent on tropes and techniques, such as metaphor, allegory and montage, establishes connections across space and time which oblige us to perceive cultural memory not in terms of its singular attachment to a particular event or bound to specific ethno-cultural or national communities but as a dynamic process of transfer between different moments of racialized violence and between different cultural communities. The structure of the book allows for both the theoretical elaboration of this paradigm for cultural memory and individual case-studies of novels and films.
This book examines the cultural concepts that guided the development of the “age of mankind”— the changes that took place in historical, philosophical, scientific, religious, literary, and artistic thought in the 20th century. It discusses a broad range of major topics, including the spread of commercial capitalism; socialist revolutions; the two world wars; anti-colonialist national liberation movements; scientific progress; the clashes and fusion of Eastern and Western cultures; globalization; women’s rights movements; mass media and entertainment; the age of information and the digital society. The combination of cultural phenomena and theoretical descriptions ensures a unity of culture, history and logic. Lastly, the book explores the enormous changes in lifestyles and the virtualized future, revealing cultural characteristics and discussing 21st -century trends in the context of information technology, globalization and the digital era.
