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Voices Of Collective Remembering

Author: James V. Wertsch
Publisher: Cambridge University Press
ISBN: 9780521008808
Size: 37.10 MB
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This book draws on numerous fields to provide a comprehensive review of collective memory.

Memory In Mind And Culture

Author: Pascal Boyer
Publisher: Cambridge University Press
ISBN: 052176078X
Size: 58.80 MB
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This text introduces students, scholars, and interested educated readers to the issues of human memory broadly considered, encompassing both individual memory, collective remembering by societies, and the construction of history. The book is organised around several major questions: How do memories construct our past? How do we build shared collective memories? How does memory shape history? This volume presents a special perspective, emphasising the role of memory processes in the construction of self-identity, of shared cultural norms and concepts, and of historical awareness. Although the results are fairly new and the techniques suitably modern, the vision itself is of course related to the work of such precursors as Frederic Bartlett and Aleksandr Luria, who in very different ways represent the starting point of a serious psychology of human culture.

Collective Remembering

Author: Ludmila Isurin
Publisher: Cambridge University Press
ISBN: 1316813177
Size: 39.26 MB
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This interdisciplinary study explores collective memory as it is presented by official producers (such as textbooks and media) and reflected by consumers (group members). Focusing on a case study of Russians and Russian immigrants to the USA and their memories of seminal events in the twentieth-century Russian collective past, Isurin shows how autobiographical memory contributes to the formation of collective memory, and also examines how the memory of the shared past is reconstructed by those who stayed with the group and those who left. By bringing together historical, anthropological, and psychological approaches, Collective Remembering provides a new theoretical framework for memory studies that incorporates both content analysis of texts and empirical data from human participants, thus demonstrating that methodologies from the humanities and the social sciences can complement each other to create a better understanding of how memory works in the world and in the mind.

Unionist Voices And The Politics Of Remembering The Past In Northern Ireland

Author: Kirk Simpson
Publisher: Springer
ISBN: 0230244890
Size: 63.96 MB
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Simpson offers a reflective and theoretical explanation of the ways in which unionists conceive of the past in the present post-conflict environment. He considers the ways in which scholarly literature has often painted an outdated and inaccurate portrait of a highly complex people.

Ghosts Of Passion

Author: Brian D. Bunk
Publisher: Duke University Press
ISBN: 0822389568
Size: 58.36 MB
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The question of what caused the Spanish Civil War (1936–39) is the central focus of modern Spanish historiography. In Ghosts of Passion, Brian D. Bunk argues that propaganda related to the revolution of October 1934 triggered the broader conflict by accentuating existing social tensions surrounding religion and gender. Through careful analysis of the images produced in books, newspapers, posters, rallies, and meetings, Bunk contends that Spain’s civil war was not inevitable. Commemorative imagery produced after October 1934 bridged the gap between rhetoric and action by dehumanizing opponents and encouraging violent action against them. In commemorating the uprising, revolutionaries and conservatives used the same methods to promote radically different political agendas: they deployed religious imagery to characterize the political situation as a battle between good and evil, with the fate of the nation hanging in the balance, and exploited traditional gender stereotypes to portray themselves as the defenders of social order against chaos. The resulting atmosphere of polarization combined with increasing political violence to plunge the country into civil war.

Race Remembering And Jim Crow S Teachers

Author: Hilton Kelly
Publisher: Routledge
ISBN: 113697590X
Size: 80.75 MB
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This book explores a profoundly negative narrative about legally segregated schools in the United States being "inherently inferior" compared to their white counterparts. However, there are overwhelmingly positive counter-memories of these schools as "good and valued" among former students, teachers, and community members. Using interview data with 44 former teachers in three North Carolina counties, college and university archival materials, and secondary historical sources, the author argues that "Jim Crow’s teachers" remember from hidden transcripts—latent reports of the social world created and lived in all-black schools and communities—which reveal hidden social relations and practices that were constructed away from powerful white educational authorities. The author concludes that the national memory of "inherently inferior" all-black schools does not tell the whole story about legally segregated education; the collective remembering of Jim Crow’s teachers reveal a critique of power and a fight for respectability that shaped teachers’ work in the Age of Segregation.

Doing Oral History

Author: Donald A. Ritchie
Publisher: Oxford University Press
ISBN: 0199329354
Size: 62.75 MB
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Doing Oral History is considered the premier guidebook to oral history, used by professional oral historians, public historians, archivists, and genealogists as a core text in college courses and throughout the public history community. Over the past decades, the development of digital audio and video recording technology has continued to alter the practice of oral history, making it even easier to produce quality recordings and to disseminate them on the Internet. This basic manual offers detailed advice on setting up an oral history project, conducting interviews, making video recordings, preserving oral history collections in archives and libraries, and teaching and presenting oral history. Using the existing Q&A format, the third edition asks new questions and augments previous answers with new material, particularly in these areas: 1. Technology: As before, the book avoids recommending specific equipment, but weighs the merits of the types of technology available for audio and video recording, transcription, preservation, and dissemination. Information about web sites is expanded, and more discussion is provided about how other oral history projects have posted their interviews online. 2. Teaching: The new edition addresses the use of oral history in online teaching. It also expands the discussion of Institutional Review Boards (IRBs) with the latest information about compliance issues. 3. Presentation: Once interviews have been conducted, there are many opportunities for creative presentation. There is much new material available on innovative forms of presentation developed over the last decade, including interpretive dance and other public performances. 4. Legal considerations: The recent Boston College case, in which the courts have ruled that Irish police should have access to sealed oral history transcripts, has re-focused attention on the problems of protecting donor restrictions. The new edition offers case studies from the past decade. 5. Theory and Memory: As a beginner's manual, Doing Oral History has not dealt extensively with theoretical issues, on the grounds that these emerge best from practice. But the third edition includes the latest thinking about memory and provides a sample of some of the theoretical issues surrounding oral sources. It will include examples of increased studies into catastrophe and trauma, and the special considerations these have generated for interviewers. 6. Internationalism: Perhaps the biggest development in the past decade has been the spreading of oral history around the world, facilitated in part by the International Oral History Association. New oral history projects have developed in areas that have undergone social and political upheavals, where the traditional archives reflect the old regimes, particularly in Eastern Europe, the Middle East, Asia, Africa, and Latin America. The third edition includes many more references to non-U.S. projects that will still be relevant to an American audience. These changes make the third edition of Doing Oral History an even more useful tool for beginners, teachers, archivists, and all those oral history managers who have inherited older collections that must be converted to the latest technology.

New York And The First World War

Author: Dr Ross J Wilson
Publisher: Ashgate Publishing, Ltd.
ISBN: 1472419510
Size: 50.36 MB
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The First World War constitutes a point in the history of New York when its character and identity were challenged, recast and reinforced. Due to its pre-eminent position as a financial and trading centre, its role in the conflict was realised far sooner than elsewhere in the United States. This book uses city, state and federal archives, newspaper reports, publications, leaflets and the well-established ethnic press in the city at the turn of the century to explore how the city and its citizens responded to their role in the First World War, from the outbreak in August 1914, through the official entry of the United States in to the war in 1917, and after the cessation of hostilities in the memorials and monuments to the conflict. The war and its aftermath forever altered politics, economics and social identities within the city, but its import is largely obscured in the history of the twentieth century. This book therefore fills an important gap in the histories of New York and the First World War.

Media And Memory

Author: Joanne Garde-Hansen
Publisher: Edinburgh University Press
ISBN: 0748688889
Size: 10.71 MB
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Covers the variety of complex ways that media engage with memory.

Shaping The College Curriculum

Author: Lisa R. Lattuca
Publisher: John Wiley & Sons
ISBN: 9781118047200
Size: 62.75 MB
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Shaping the College Curriculum focuses on curriculum development as an important decision-making process in colleges and universities. The authors define curriculum as an academic plan developed in a historical, social, and political context. They identify eight curricular elements that are addressed, intentionally or unintentionally, in developing all college courses and programs. By exploring the interaction of these elements in context they use the academic plan model to clarify the processes of course and program planning, enabling instructors and administrators to ask crucial questions about improving teaching and optimizing student learning. This revised edition continues to stress research-based educational practices. The new edition consolidates and focuses discussion of institutional and sociocultural factors that influence curricular decisions. All chapters have been updated with recent research findings relevant to curriculum leadership, accreditation, assessment, and the influence of academic fields, while two new chapters focus directly on learning research and its implications for instructional practice. A new chapter drawn from research on organizational change provides practical guidance to assist faculty members and administrators who are engaged in extensive program improvements. Streamlined yet still comprehensive and detailed, this revised volume will continue to serve as an invaluable resource for individuals and groups whose work includes planning, designing, delivering, evaluating, and studying curricula in higher education. "This is an extraordinary book that offers not a particular curriculum or structure, but a comprehensive approach for thinking about the curriculum, ensuring that important considerations are not overlooked in its revision or development, and increasing the likelihood that students will learn and develop in ways institutions hope they will. The book brings coherence and intention to what is typically an unstructured, haphazard, and only partially rational process guided more by beliefs than by empirically grounded, substantive information. Lattuca and Stark present their material in ways that are accessible and applicable across planning levels (course, program, department, and institution), local settings, and academic disciplines. It's an admirable and informative marriage of scholarship and practice, and an insightful guide to both. Anyone who cares seriously about how we can make our colleges and universities more educationally effective should read this book." —Patrick T. Terenzini, distinguished professor and senior scientist, Center for the Study of Higher Education, The Pennsylvania State University