… history, as a process of knowing and understanding the world, is not a gratuitous, disinterested activity located outside the time of the person writing…. The historian thinks himself into the history, and the two become contemporary. Henry Rousso
Situating the Present to Write the Past
War II, particularly after the expulsion of non-Polish elements and the removal of the legacies of ethnic minorities from national history ( Mach 2007: 63–65 ). Before Law and Justice imposed its own nationalistic interpretation of history, many Polish
Encounters of migrant and non-migrant laborers in the Canadian automobile parts industry
This article considers the confrontations between immigrant and non-immigrant workers in the workplace and the implications of these confrontations for workplace unity and class formation. Contributing to scholarship at the intersection of history, class, and migration, the article argues that workers bring to work histories that are constructed as oppositional. The roots of these oppositions lie in shared but different histories of dispossession and migration, masked by dominant cultural and class narratives, which privilege non-immigrant histories that are class-based, masculinist, and nationalist, and subordinate those of immigrants. In the process, neo-liberal agendas are bolstered. Questions of how such processes take place are important for understanding class formation within societies with large immigrant populations.
Challenges and Prospects
Alp Eren Topal and Einar Wigen
Why Do Ottoman Conceptual History? Introducing a Field In this article, we argue for using conceptual history to reevaluate Ottoman intellectual history and its relationship with social and political history. We discuss the various benefits
State of the Art
In a recent introduction to an ambitious series on conceptual histories in Europe, Willibald Steinmetz and Michael Freeden reflected on the state of the art of conceptual history in a post-Koselleckian era. The volume and its reflections in many
Remarks on Koselleck's Historik
Moving from Koselleck's most recent essays on Historik, the author explores the role played by historiography in the constitution of historicity as a peculiar experiential dimension of human existence. The essay focuses on the complex link between difference and repetition which, according to Koselleck's theory of experience, constitutes a “specific historical temporality” and its inner articulation. Actually, it is by exploring the “formal temporal structures” which constitute the horizon of historical intelligibility that Koselleck brings to light the decisive role that the point of view of historiography has for the constitution of man as the subject of historical knowledge and action. It is difficult to ignore the importance of this theory of historical temporalization in an age in which the End of History rhetoric tends to transform itself in a sort of media gospel.
In this critical commentary, John Keane defends, extends, and reasserts the role of history in democratic theory through an articulation of seven methodological rules: (1) treat the remembrance of things past as vital for democracy’s present and future; (2) regard the languages, characters, events, institutions, and effects of democracy as a thoroughly historical way of life and handling of power; (3) pay close attention to the ways in which the narration of the past by historians, leaders, and others is unavoidably a time-bound, historical act; (4) see that the methods that are most suited to writing about the past, present, and future of democracy draw attention to the peculiarity of their own rules of interpretation; (5) acknowledge that, until quite recently, most details of the history of democracy have been recorded by its critics; (6) note that the negative tone of most previous histories of democracy confirms the rule that tales of its past told by historians often harbor the prejudices of the powerful; and (7) admit that the task of thinking about the past, present, and future of democracy is by definition an unending journey. There can be no Grand Theory of Democracy.
Olivia Plender has built a gallery-based practice that explores history, often through an archival mining of social and esoteric beliefs that disturb contemporary expectations. This approach is one of illuminating alternative formations and beliefs
Fictions of Jewish American Girlhood
The launching of a Jewish American Girl doll in 2009 provides an occasion for exploring the fictions of Jewish American girlhood constructed and consumed in the twenty-first century. Though the Rebecca Rubin doll seemed to herald a progressive version of Jewish American girlhood, Rebecca and the box-set of books that accompany her repackage a nostalgic and triumphalist narrative in which America figures as a benevolent sanctuary and the Holocaust, American anti-Semitism, and the costs of assimilation are elided and smoothed away. This is a narrative we've seen before—most notably in the importing and Americanizing of Anne Frank as an icon of Jewish girlhood, and in Sydney Taylor's beloved All Of A Kind Family series of children's books. These dolled-up versions of history stand in stark contrast to the darker, more complex visions of childhood and history seen in the work of Adrienne Rich, which reminds us to be wary of buying into such nostalgic icons of girlhood.
A Chronological Overview
Despite modernization of the Japanese school system after 1872, this period was marked by the war in East Asia and nationalism focusing on the emperor, whereby the imperial rescript of 1890 defined the core of national education. Following defeat in the Second World War, Japan reformed its education system in accordance with a policy geared towards peace and democracy in line with the United Nations. However, following the peace treaty of 1951 and renewed economic development during the Cold War, the conservative power bloc revised history textbooks in accordance with nationalist ideology. Many teachers, historians and trade unions resisted this tendency, and in 1982 neighboring countries in East Asia protested against the Japanese government for justifying past aggression in history textbooks. As a result, descriptions of wartime misdeeds committed by the Japanese army found their way into textbooks after 1997. Although the ethnocentric history textbook for Japanese secondary schools was published and passed government screening in 2001, there is now a trend towards bilateral or multilateral teaching materials between Japan, South Korea, and China. Two bilateral and one multilateral work have been published so far, which constitute the basis for future trials toward publishing a common textbook.