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History Education at the Edge of the Nation
This edited volume explores the evolution of history education from a transnational perspective, focusing on border regions in Europe that are considered on the "periphery" of the Nation-State. By introducing this concept and taking into consideration the dynamics of decentralization and the development of minorities’ teaching practices and narratives, the book sheds light on new challenges for history education policy and curriculum design. Chapters take a comparative approach, dissecting and analyzing specific case studies from school systems in France, Germany, Italy, the UK, and Scandinavian countries. In doing so, the editors and their authors weave a systematic account of the impact of local autonomy on educational culture, on the civic remit of schools, and on the narratives embodied by history school canons.
Building Renaissance Venice
This book brings to life the story of the construction of some of the most outstanding early Renaissance buildings in Venice. Through a series of individual case studies, Richard J. Goy explores how and why great buildings came to be built. He addresses the practical issues of constructing such buildings as the Torre dell’Orologio in Piazza San Marco, the Arsenale Gate, and the churches of Santa Maria della Carita and San Zaccaria, focusing particular attention on the process of patronage. The book is the first to trace the complete process of creating important buildings, from the earliest conception in the minds of the patrons--the Venetian state or other institutional patrons--through the choice of architect, the employment of craftsmen, and the selection of materials. In an interesting analysis of the participants’ roles, Goy highlights the emerging importance of the superintending master, the protomaestro.
Beyond the Canon
'Beyond the Canon' deals with recent politicized processes of canonization and its implications for historical culture in a globalizing and postcolonial world. The volume discusses the framing and transmission of historical knowledge and its consequences for the construction of narratives and the teaching of history in multicultural environments.
Mussolini razzista
Traces Mussolini's antisemitic political development. Disagrees with assertions commonly made in historiography that Mussolini's antisemitism emerged suddenly with the Racial Laws of 1938, as a result of his relations with Nazi Germany. His attacks against the Jews already began in the early 1920s in the press, and was directed first against Jewish Socialist leaders and later against Jewish cultural personalities accused of being enemies of the fascist state. From 1929 onward, he initiated actions to eliminate Jews from state offices and from public organs of influence. With the enactment of the Racial Laws in 1938, antisemitism became part of the legal system of the country. Affirms the prevalence in Mussolini's antisemitism of a view of the Jews as a group opposed to efforts being made by Italians to create a monolithic and uniform fascist society and state.
