Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
Early Modern European Diplomacy
New Diplomatic History has turned into one of the most dynamic and innovative areas of research – especially with regard to early modern history. It has shown that diplomacy was not as homogenous as previously thought. On the contrary, it was shaped by a multitude of actors, practices and places. The handbook aims to characterise these different manifestations of diplomacy and to contextualise them within ongoing scientific debates. It brings together scholars from different disciplines and historiographical traditions. The handbook deliberately focuses on European diplomacy – although non-European areas are taken into account for future research – in order to limit the framework and ensure precise definitions of diplomacy and its manifestations. This must be the prerequisite for potential future global historical perspectives including both the non-European and the European world.
Why History Education?
Sinn und Zweck der Geschichte werden immer wieder neu hinterfragt, weil sich Gesellschaften ständig neu verorten. Davon ist der Geschichtsunterricht direkt betroffen: "Warum Geschichtsunterricht?" Autor*innen aus 18 Ländern und vier Kontinenten fragen daher nach der Bedeutung des Geschichtsunterrichts aus unterschiedlichen Perspektiven: mit theoretischen Überlegungen und Modellen, mit Bezügen aus der Unterrichtspraxis und Erkenntnissen aus der Forschung. Die Publikation präsentiert eine ganze Reihe von Gründen, warum Geschichte heute unbedingt unterrichtet werden muss. Sie liest sich als Plädoyer für einen kompetenten Umgang mit Geschichte in heutigen Gesellschaften.
Public History and School
How do schools and public history influence each other? Cases studies focusing on school and public history around the world shed light on the intricate relationships between schools, students, teachers, policy makers and public historians. From why Robben Island is not included in South African curriculum to how German schools shape Holocaust memory, the case studies offered in this book sheds light on a current topic.
Beyond MAUS
Beyond MAUS. The Legacy of Holocaust Comics collects 16 contributions that shed new light on the representation of the Holocaust. While MAUS by Art Spiegelman has changed the perspectives, other comics and series of drawings, some produced while the Holocaust happened, are often not recognised by a wider public. A plethora of works still waits to be discovered, like early caricatures and comics referring to the extermination of the Jews, graphic series by survivors or horror stories from 1950s comic books. The volume provides overviews about the depictions of Jews as animals, the representation of prisoner societies in comics as well as in depth studies about distorted traces of the Holocaust in Hergé's Tintin and in Spirou, the Holocaust in Mangas, and Holocaust comics in Poland and Israel, recent graphic novels and the use of these comics in schools. With contributions from different disciplines, the volume also grants new perspectives on comic scholarship.
Theory of the History Classroom
This volume proposes a theory of history education in formal classroom settings. Specifically, it aims to outline how the particular setting of the classroom interacts with domain-specific processes of historical thinking. The theory rests on the notion that formal school education is a communicative and social system, while historical thinking occurs in the psychological system of a person's historical consciousness. In the complex interaction of these systems, historical thinking, emotions, communication, media and language are of particular importance. Drawing upon educational theory as well as the theory of history, this theory of the history classroom provides a framework as well as a solid foundation for future empirical research, both for developing research questions as well as for interpreting findings.
Participatory Knowledge
With concepts of participation discussed in multiple disciplines from media studies to anthropology, from political sciences to sociology, the first issue of the new yearbook History of Intellectual Culture (HIC) dedicates a thematic section to the way knowledge can and arguably must be conceptualized as "participatory". Introducing and exploring "participatory knowledge", the volume aims to draw attention to the potential of looking at knowledge formation and circulation through a new lens and to open a dialogue about how and what concepts and theories of participation can contribute to the history of knowledge. By asking who gets to participate in defining what counts as knowledge and in d...
Region, Nature, Frontiers
The book is a collection of sixteen essays on issues of regional and national identities and perceptions in literature ranging from South Africa to the United States. Discussions include the American frontier, the relationship between non-fiction and place, linguistic and postcolonial boundaries.
Museums, Narratives, and Critical Histories
In response to systemic racism and institutions’ implications in histories of colonialism, nationalism, and exclusion, museum curators have embraced new ways of storytelling to face entangled memories and histories. Critical museum practices have consciously sought to unsettle established forms of representation, break with linear narratives of progress, and experiment with new modes of multivocal, multimedia, and subjective storytelling. The volume features analyses of narratives and narration in museums and heritage institutions today, as well as visions for future museum practices on a local, regional, national, transnational, and global scale. It is divided into three sections: Narrati...
