This book examines comparatively how the writing of history by individuals and groups, historians, politicians and journalists has been used to "legitimate" the nation-state agianst socialist, communist and catholic internationalism in the modern era. Covering the whole of Western Europe, the book includes discussion of: * history as legitimation in post-revolutionary France * unity and confederation in the Italian Risorgimento * German historians as critics of Prussian conservatism * right-wing history writing in France between the wars * British historiography from Macauley to Trevelyan * the search for national identity in the reunified Germany.
This book examines comparatively how the writing of history by individuals and groups, historians, politicians and journalists has been used to "legitimate" the nation-state agianst socialist, communist and catholic internationalism in the modern era. Covering the whole of Western Europe, the book includes discussion of: * history as legitimation in post-revolutionary France * unity and confederation in the Italian Risorgimento * German historians as critics of Prussian conservatism * right-wing history writing in France between the wars * British historiography from Macauley to Trevelyan * the search for national identity in the reunified Germany.
Historians of theatre face the same temptations and challenges as other historians: they negotiate assumptions (their own and those of others) about national identity and national character; they decide what events and actors to highlight--or omit--and what framework and perspective to use for telling the story. Personal biases, trends in scholarship, and sociopolitical contexts influence all histories; and theatre histories, too, are often revised to reflect changing times and interests. This significant collection examines the problems and challenges of formulating national theatre histories.The essayists included here--leading theatre scholars from all over the world, many of whom wrote essays specifically for this volume--provide an international context for national theatre histories as well as studies of individual nations. They cover a wide geographical area: Asia, the Middle East, Africa, Europe, and North America. The essays contrast large countries (India, Indonesia) with small (Ireland), newly independent (Slovenia) with established (U.S.A.), developed (Canada) with developing (Mexico, South Africa), capitalist (U.S.A.) with formerly communist (Russia), monolingual (Sweden) with multilingual (Belgium, Canada), and countries with stable historical boundaries (Sweden) with those whose borders have shifted (Germany).The essays also explore such sociopolitical issues as the polarization of language groups, the importance of religion, the invisibility of ethnic minorities, the redrawing of geographical borders, changes in ideology, and the dismantling of colonial legacies. Finally, they examine such common problems of history writing as types of evidence, periodization, canonization, styles of narrative, and definitions of key terms.Writing and Rewriting National Theatre Histories will be of special interest to students and scholars of theatre, cultural studies, and historiography.
This volume asks which national histories underpinned which national identity constructions in almost every nation state in Europe during the nineteenth and twentieth centuries. It explores the construction of national identities through history writing and analyses their interrelationship with histories of ethnicity/race, class and religion.
This book brings together experts on national history writing from all five continents to discuss the role of history in the making of national identities in a transnational and comparative way. The institutionalization and professionalisation of history writing is analysed in the context of history's increasing nationalization.
"Nine historians reflect on their work as writers, exploring some of the most difficult and interesting questions any history-writer faces."--Back cover.
An exploration of how personal life-stories, when reconstructed as 'transnational lives,' escape the confines of national histories and open up new avenues for interpreting cultural identity, social mobility, and public memory.
Writing History in the Digital Age began as a “what-if” experiment by posing a question: How have Internet technologies influenced how historians think, teach, author, and publish? To illustrate their answer, the contributors agreed to share the stages of their book-in-progress as it was constructed on the public web. To facilitate this innovative volume, editors Jack Dougherty and Kristen Nawrotzki designed a born-digital, open-access, and open peer review process to capture commentary from appointed experts and general readers. A customized WordPress plug-in allowed audiences to add page- and paragraph-level comments to the manuscript, transforming it into a socially networked text. The initial six-week proposal phase generated over 250 comments, and the subsequent eight-week public review of full drafts drew 942 additional comments from readers across different parts of the globe. The finished product now presents 20 essays from a wide array of notable scholars, each examining (and then breaking apart and reexamining) if and how digital and emergent technologies have changed the historical profession.
Writing History 7-11 supports students and primary teachers helping them to explore ways in which activities involving the talk that underpins historical enquiry can be developed into reading and exciting, extended, reflective writing. The step that teachers and pupils take from ‘talk for learning’ to ‘talk for writing’ is a vital one. In this book the authors argue that all aspects of historical enquiry leading to writing involve discussion and dialogue which permeate every aspect of ‘doing history’. From this perspective they set out a theoretical framework for understanding the role of talk and reading in developing pupils’ critical thinking and confident reflective writing, then demonstrate through a series of case studies, in which teachers, university lecturers and pupils work together, how the theory is put into practice in the classroom. Themes include: How to support children in writing in a variety of interesting genres How to make links between the National Curriculum (2013) for History and for English How to plan for breadth and depth studies in the new National Curriculum How activities in History 5 – 11 can be developed into exciting extended writing The second half of the book draws upon case studies from a number of real primary classrooms with children of different ages. Each case study shows how teaching was planned to develop children’s confidence and enjoyment in discussion and to scaffold reasoned, written explanation and argument. Topics presented are all relevant to the new curriculum framework and include talking and reading about: Time, change and significance over 6000 years - writing a television script Celtic Britain and the Roman Army - writing a travel brochure about Celtic Britain The destruction of Roman towns - writing a Saxon poem An archaeological investigation of a body in a Danish peat bog - writing a newspaper report Did any countries benefit from WW11? - writing an argued viewpoint The expansion westwards of European settlers - writing a flap book exploring different perspectives. This indispensable book provides not only sources for pupils to use in their writing, but also models and exemplars of different styles and voices to draw upon.
How objective are our history books? This addition to the Writing History series examines the critical role that memory plays in the writing of history. This book includes: - Essays from an international team of historians, bringing together analysis of forms of public history such as museums, exhibitions, memorials and speeches - Coverage of the ancient world to the present, on topics such as oral history and generational and collective memory - Two key case studies on Holocaust memorialisation and the memory of Communism
