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An examination of the role of history and memory is vital in order to better understand why the grand design of a United Europe-with a common foreign policy and market yet enough diversity to allow for cultural and social differences-was overwhelmingly turned down by its citizens. The authors argue that this rejection of the European constitution was to a certain extent a challenge to the current historical grounding used for further integration and further demonstrates the lack of understanding by European bureaucrats of the historical complexity and divisiveness of Europe's past. A critical European history is therefore urgently needed to confront and re-imagine Europe, not as a harmonious continent but as the outcome of violent and bloody conflicts, both within Europe as well as with its Others. As the authors show, these dark shadows of Europe's past must be integrated, and the fact that memories of Europe are contested must be accepted if any new attempts at a United Europe are to be successful.
Can lessons of history develop our orientation in time? Few scholars have responded positively to this challenge. In this theoretically innovative book, prominent scholarly works on the Holocaust and Soviet terror from the 1960s to the present are analyzed to demonstrate the qualities of time-transcending borderline events as lessons of history.
Bohemia and Moravia, today part of the Czech Republic, was the first territory with a majority of non-German speakers occupied by Hitler’s Third Reich on the eve of the World War II. Tens of thousands of Jewish inhabitants in the so called Protectorate of Bohemia and Moravia soon felt the tragic consequences of Nazi racial politics. Not all Czechs, however, remained passive bystanders during the genocide. After the destruction of Czechoslovakia in 1938-39, Slovakia became a formally independent but fully subordinate satellite of Germany. Despite the fact it was not occupied until 1944, Slovakia paid Germany to deport its own Jewish citizens to extermination camps. About 270,000 out of the 360,000 Czech and Slovak casualties of World War II were victims of the Holocaust. Despite these statistics, the Holocaust vanished almost entirely from post-war Czechoslovak, and later Czech and Slovak, historical cultures. The communist dictatorship carried the main responsibility for this disappearance, yet the situation has not changed much since the fall of the communist regime. The main questions of this study are how and why the Holocaust was excluded from the Czech and Slovak history.
This book presents new developments in Scandinavian memory cultures related to World War II and the Holocaust by combining this focus with the perspective of history didactics. The theoretical framework of historical consciousness offers an approach linking individual and collective uses and re-uses of the past to the question how history can and should be taught. It also offers some examples of good practice in this field. The book promotes a teaching practice which, in taking the social constructivist notions of historical consciousness as a starting point, can contribute to self-reflecting and critical thinking - being fundamental for any democratic political culture.
Written by leading Nordic historians, this analysis discusses postwar memory and war historiographies from the perspectives of Denmark, Finland, Iceland, Norway, and Sweden vis-à-vis the Second World War. Focusing on the relationship between scholarly and public understandings of the war, this book presents the overarching themes that set apart the Nordic experience while remaining attentive to the distinctive characteristics of war time in each of the five different countries. A major contribution to the international debate on postwar memory, this fascinating account speaks to all those who have an interest in the modern European history.
This book is about the emergence of a stream of ideas in the 1930s and 1940s within Imamiyya Shiʿite context, focusing primarily on the thought of Shariʿat Sangelaji (1891–1944), who harshly criticized a number of basic theological beliefs within Imamiyya Shiʿa. Accusing them of polytheism and superstition on account of their ideas about shifaʿa intercession, and their pilgrimage to the graves of the Shiʿite imams, he also criticized the belief that the twelfth imam al-Mahdi has been living in covertness since the 9th century, and that a number of historical figures will be resurrected upon his return to assist him in the final battle against the evil. Taking at once a theological and...
This book explores how the expectations of historical justice movements and processes are understood within educational contexts, particularly history education. In recent years, movements for historical justice have gained global momentum and prominence as the focus on righting wrongs from the past has become a feature of contemporary politics. This imperative has manifested in globally diverse contexts including societies emerging from recent, violent conflict, but also established democracies which are increasingly compelled to address the legacies of colonialism, slavery, genocides, and war crimes, as well as other forms of protracted discord. This book examines historical justice from a...
This book is open access under a CC BY 4.0 license. This book explores how the socially disputed period of the Cold War is remembered in today’s history classroom. Applying a diverse set of methodological strategies, the authors map the dividing lines in and between memory cultures across the globe, paying special attention to the impact the crisis-driven age of our present has on images of the past. Authors analysing educational media point to ambivalence, vagueness and contradictions in textbook narratives understood to be echoes of societal and academic controversies. Others focus on teachers and the history classroom, showing how unresolved political issues create tensions in history education. They render visible how teachers struggle to handle these challenges by pretending that what they do is ‘just history’. The contributions to this book unveil how teachers, backgrounding the political inherent in all memory practices, often nourish the illusion that the history in which they are engaged is all about addressing the past with a reflexive and disciplined approach.
The 1941 invasion of the Soviet Union, codenamed Operation Barbarossa, remains one of Nazi Germany’s most significant military campaigns. Executed by Hitler’s Wehrmacht army, this event saw troops from all over Europe defeat the Red Army and temporarily colonize large swathes of Eastern Europe, ultimately laying the groundwork for the Holocaust. In this illuminating re-examination of this multifaceted event, Operation Barbarossa and its Aftermath refocuses our attention on the multiethnic nature of the campaign, shedding light on the role of soldiers from Slovakia, Italy, Romania, and Spain as well as other important issues. This volume highlights how viewing Operation Barbarossa as a multiethnic campaign, rather than a strictly German-Russian conflict, offers new ways of understanding the Holocaust, World War II and the history of European collaboration.
Finland's Holocaust considers antisemitism and the figure of the Holocaust in today's Finland. Taking up a range of issues - from cultural history, folklore, and sports, to the interpretation of military and national history - this collection examines how the writing of history has engaged and evaded the figure of the Holocaust.