the communist past among the younger population, 5 there is increasing pressure to create an educational canon specifically constructed as a corrective to faulty communicative memory. Seeing that there is little control over the remembrance of
Intergenerational Remembrance in Post-communist Romania
Codruta Alina Pohrib
Framing 30 June 1941 in Wikipedia
education—and history teaching in particular—is generally recognized, its exact impact on the way in which contentious historical episodes are remembered and studied remains underinvestigated. Existing assessments of Wikipedia’s role as a “global memory
The article advances an interpretation of the self as an imaginary object. Focusing on the relationship between selfhood and memory in Sartre's The Transcendence of the Ego, I argue that Sartre offers useful resources for thinking about the self in terms of narratives. Against interpretations that hold that the ego misrepresents consciousness or distorts it, I argue that the constitution of the ego marks a radical transformation of the conscious field. To prove this point, I turn to the role of reflection and memory in the creation of the self. Reflection and memory weave past, present and future into a consistent and meaningful life story. This story is no other than the self. I propose to understand the self as a fictional or imaginary entity, albeit one that has real presence in human life.
Teaching as a Discursive Node
This article outlines the “discursive node” as an approach to a cultural analysis of how memory is being done in history classrooms. Teaching is a practice embodied in the interactions between teachers and their audiences, between texts, imagery and institutional formations, and between material and immaterial participants in an activity that entails not only knowledge but also emotions, experience and values (Henry Giroux). Discursive nodes are useful metaphors that enable research of a phenomenon that is ontologically and empirically fluxional, heterogeneous, unstable, situative and fuzzy—memory.
This paper seeks to investigate the role played by memory in the Federation of Expellees (Bund der Vertriebenen, BdV) professed attempts to enter into dialogue with Polish society. It also seeks to assess why on occasion mutual recrimination continues to tarnish the wider framework of German-Polish relations and explain the reasons for this phenomenon. The initial focus lies with explaining the continued importance of key, often disputed, elements of the historical encounter between Germans and Poles. To complement this analysis, the latter part of the article considers whether the BdV and its associated organizations have contributed to the wider process of German-Polish reconciliation, or whether the activities of the BdV act as a brake upon full resolution. The paper argues that although in recent years the BdV has attempted to make a positive contribution to German-Polish relations, its chances for success are constrained by its inability to move away from positions that are themselves the product of memory.
Felicitas Macgilchrist, Barbara Christophe, and Alexandra Binnenkade
This special issue of the Journal of Educational Media, Memory and Society explores memory practices and history education. The first point of departure for the texts collated here is that memory (whichever concept we use from the current range including collective memory, cultural memory, social memory, connected memory, prosthetic memory, multidirectional memory, travelling memory and entangled memory) is a site of political contestation, subject formation, power struggle, knowledge production, and community-building. Our second point of departure is that history education is a site where teachers and pupils as members of distinct generations engage with textbooks and other materials as specific forms of memory texts that guide what should be passed on to the younger generation. As editors, we solicited papers that investigate how what counts as “worth remembering” in a given context is reproduced, negotiated and/or interrupted in classrooms and other educational practices. This introduction aims to sketch the overarching understanding of memory practices which guide the contributions, to point to the purchase of attending explicitly to the “doing” of memory, to highlight the difference between our approach to history education and approaches focusing on historical thinking, and to introduce the six articles.
Reflections on an InSite Teaching Program
This article reports on a continuing professional development program run by the Imperial War Museum in London for educators involved in teaching about European memories. On the basis of two sites visited in Hungary which were elements of the educational program, the Memorial Shoes on the Danube Promenade and the Memento Statue Park, this article suggests that Alison Landsberg's concept of prosthetic memory can be applied to these sculptural monuments. It explores the political potential of empathy in transmitting diverse European pasts and of mapping individual performative responses to less familiar cultural contexts.
On Reproducing, Destabilizing and Interrupting Majority Memories
Johanna Ahlrichs, Katharina Baier, Barbara Christophe, Felicitas Macgilchrist, Patrick Mielke, and Roman Richtera
This article draws on memory studies and media studies to explore how memory practices unfold in schools today. It explores history education as a media- saturated cultural site in which particular social orderings and categorizations emerge as commonsensical and others are contested. Describing vignettes from ethnographic fieldwork in German secondary schools, this article identifies different memory practices as a nexus of pupils, teachers, blackboards, pens, textbooks, and online videos that enacts what counts as worth remembering today: reproduction; destabilization without explicit contestation; and interruption. Exploring mediated memory practices thus highlights an array of (often unintended) ways of making the past present.
The Rotterdam Bombardment in Local Memory Culture and Education from 1980 to 2015
This article analyses three local educational projects about the Nazi bombing of Rotterdam in May 1940, all of which took place from 1980 to the present day in the context of the dynamic memory culture of the bombardment. These three contexts testify to a process by which memory, increasingly derived from authentic locations and objects instead of individual memories, is put to use in education. Moreover, increased awareness of the disappearance of eyewitness generations means that young people are becoming key consumers and auxiliary producers of memory.
War and disaster in a Buddhist Sinhala village
like a silent enemy into the core of the enduring process of “securitization of fear” ( Hyndman 2007 ) in Sri Lanka. Yet, however much the politics of memory tends to cloud matters, the article shows that it never goes uncontested, as long as subjects