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Open access

Stephan Jaeger


This article provides an analysis of how military history museums in Germany, Britain, Belgium, Poland, and the United States exhibit and contextualize weapon technologies that were developed in the two world wars. The article focuses on technologies (gas warfare, the atomic bomb, tanks, and the V2 long-range rocket) that are directly connected to military success and innovation but also relate to dehumanization and destruction. By employing the analytical concepts of experientiality and of antagonistic, cosmopolitan, and entangled memory, this article demonstrates how museums can create open or closed narratives, steer the visitor toward particular interpretations, enhance or deconstruct the authentic aura of technological artifacts, and stage the symbolic potential of technologies. In addition, it shows how museums can educate visitors and allow them to experience the ambiguities, controversies, and complexities of these technologies.

Free access


Places of Progress? Technology Museums, Memory, and Education

Christian Kehrt and Daniel Brandau

“Revolutionary” technologies or large technological systems are often deemed controversial, risky, or ambivalent. Diverging interpretations clash when technological objects, such as rockets, airplanes, or nuclear reactors, are exhibited in museums or at heritage sites, with profound implications for underlying concepts of historical education. This special issue explores the argument that histories of technology have often upheld a traditional view of modern linear progress but became the focus of controversies when the social, political, and cultural conditions of perceiving and remembering these objects changed. At former “places of progress,” visitors and exhibition makers are confronted with the remains of the Industrial Revolution, colonialism, two World Wars, the Cold War, the Age of Coal, the Space Age, the Atomic Age and the Digital Age. Exhibitions and displays have been used to explain, teach, or make sense of the advents, successes, and failures of high-tech projects. Understanding technological artifacts and corresponding sites such as Chernobyl, Peenemünde, and Hiroshima as well as structures such as factories or bunkers as sites of memory (lieux de mémoire, a term coined by Pierre Nora) shifts our attention to processes of remembering modern technologies and the cases in which established narratives of progress have been supported or challenged. Questions about the ethics of technology use often seem to subvert stories of the “heroes of invention,” leaving visitors with the impression of technological ambivalence. Attempts to teach and learn about history and technology via objects and sites have been complicated, politicized, and contested.

Open access

Peenemünde Contested

Remembering Second World War Technologies in Rural East Germany from 1984 to 1992

Daniel Brandau


Given Peenemünde's ambivalent military and technological history, from rocket development during the Nazi period to East German naval and air bases during the Cold War, its musealization was considered both a chance and challenge during the region's deindustrialization in the 1990s. Local residents’ support of veteran engineers promoting an apologetic view of Nazi rocketry was met with bewilderment. However, a space park project and anniversary event were spearheaded by government and industry representatives, turning a regional affair into an international controversy. The article analyzes the function of memory work and the remembrance of technological progress in rural northeastern Germany before and after German reunification. Based on archival sources and interviews with former officers and museum advocates, it traces the Peenemünde museum project through a history of ideological and biographical caesurae, enthusiasm, political promises, and socioeconomic despair.

Open access

Ruin of Empire

The Uganda Railway and Memory Work in Kenya

Norman Aselmeyer


This article is concerned with the memory of the Uganda Railway in Kenya. Built during the heyday of British imperialism at the end of the nineteenth century, the colonial railway has been a highly contested infrastructure. Drawing on museum exhibitions, public speeches, and publications, the article argues that the main narrative of the railway line as a tool of oppression began to change when the railway infrastructure gradually deteriorated in the mid-twentieth century. I show how three distinct groups (white expatriates, Kenyan-Asians, and Kenya's political elite) were involved in creating a new public memory that popularized the Uganda Railway as a cornerstone of the postcolonial nation. Their uncoordinated but simultaneous efforts toward a new reading of the past all aimed, albeit for different reasons, at reimagining the nation. The article thus shows mechanisms of coming to terms with the colonial past in a postcolonial nation.

Restricted access

Michael J. Neufeld


The Smithsonian Institution's National Air and Space Museum (NASM) remains one of the world's most visited museums precisely because it embodies the “romance of technological progress.” From its origins in the US National Museum of the early twentieth century to the opening of its first dedicated building in 1976 and beyond, visitors have flocked to the NASM to see exhibits on the wonders of aerospace technology. An attempt to depart from that narrative in the 1990s by telling the story of the atomic bombings of Japan was crushed by an organized campaign. In the aftermath, the museum reverted to its old pattern, albeit broadened to include greater diversity in the historical actors it featured. Today, as NASM rebuilds its original building, it is again striving, albeit more cautiously, to stretch the limits of its traditional mission.

Restricted access

“We Must All Be Ready for Major Changes”

Visiting Climate for Change at the Norwegian Petroleum Museum

Lise Camilla Ruud and Erik Thorstensen


This article analyzes a current exhibition, Climate for Change, which opened at the Norwegian Petroleum Museum in 2019. By engaging with the way in which the exhibition constructs a “we,” the article proceeds to examine how agency for mitigation is presented and analyzed. It assesses how futures are created and what types of futures emerge. These themes are addressed with reference to insights from museum research and energy humanities. The choices in the exhibition point toward a traditional understanding of continuities, of agency, and of future visions while tending toward a reduction of Norwegian accountability for climate change.

Restricted access

When Fascination Obscures Fate

Narratives of Technology vs. Forced Labor at the Bunker “Valentin”

Marcus Meyer


The Bunker “Valentin” in Farge, a suburb of Bremen, is one of the biggest relics of armament projects in the Second World War. Although it was built by up to 10,000 forced laborers under brutal conditions leading to a death toll of up to 1,600, it was primarily remembered as a technological masterpiece. This article describes the history of the bunker and how its remembrance changed over time. It assesses the formation of competing narratives of war technology and forced labor and explores the meaning of the material remains of the Second World War for the culture of remembrance of German war crimes at and after the end of the age of eyewitnesses.

Restricted access

Ein Opfernarrativ macht Schule?

Die foibe-Massaker in italienischen Geschichtsschulbüchern seit 2004

Nils Jochum


The stormy transition to the Second Italian Republic during the 1990s produced a “memory boom” that evoked the previously marginalized foibe massacres. From the complex and violent events that took place on the Italian-Yugoslav border at the end of the Second World War, a national victim narrative was created which downplays fascist crimes. In 2004, the law establishing the Italian National Memorial Day also made the foibe a compulsory subject in schools. This article explores how the narrative of the foibe has developed since then in Italian history textbooks, which are not subject to state control. The analysis reveals a broad spectrum of interpretations, ranging from a national victim narrative to the evaluation of historical findings concerning Italian crimes committed during the Second World War.

Mit dem krisenhaften Übergang von der “Ersten” zur “Zweiten” Republik in den 1990er Jahren hat sich in Italien ein “Erinnerungsboom” um die vormals marginalisierten foibe-Massaker entwickelt. Aus den begrenzten, aber komplexen Gewalt-Ereignissen an der italienischen Ostgrenze am Ende des Zweiten Weltkrieges wird ein nationales Opfernarrativ konstruiert, welches die faschistischen Verbrechen verblassen lässt. Das Gesetz zur Einführung des Gedenktages aus dem Jahr 2004 erhebt die foibe zum Bildungsauftrag der Schulen. Wie werden die foibe seitdem in italienischen Geschichtsschulbüchern, die keiner staatlichen Kontrolle unterliegen, gedeutet? Die Analyse der Schulbücher offenbart ein sehr breites Deutungsspektrum der foibe. Die Darstellungen oszillieren zwischen der nationalen Opfererzählung und den historischen Erkenntnissen zur italienischen Tätergeschichte im Zweiten Weltkrieg.

Restricted access

Empowering Critical Memory Consciousness in Education

The Example of 22 July 2011 in Norway

Alexandre Dessingué and Ketil Knutsen


This article addresses memory studies from an educational perspective. In order to encourage pupils and students as independent agents in memory cultures they are part of, it is not enough to (as history education prescribes) learn history as a narrative about the past based on official sources or via the analyses of different uses of history. Rather, today history should also be considered as one of many different dynamic memory acts that define and redefine the past and the societies we live in. We therefore develop the concept of critical memory consciousness and argue for a memory pedagogy that gives learners the possibility to analyze memories that arise out of collective, cultural, and dialogic processes.

Restricted access

From Temporary Migrants to National Inclusion?

The Journey from Finnish Labor Migrants to a National Minority, Visualized by Swedish Textbooks from 1954 to 2016

Lina Spjut


This article explores ways in which textbook content can reflect national identity over time via a case study of Swedish textbooks. To this end, it analyzes and contextualizes descriptions of Finnish labor migrants in Sweden in seventy-four compulsory school textbooks. The Finnish labor group emigrated from Finland to Sweden mainly from the 1950s to the 1980s. Initially, the Swedish authorities saw them as temporary laborers, but as time went by, the authorities had to realize that they had become permanent residents. In 2000, Finns were defined as an official national minority, “Sweden-Finns,” and their status changed. This article examines representations of Finnish labor migrants in Swedish history, geography and social science textbooks published between 1954 and 2016, tracing their journey from temporary laborers to a permanent national minority.