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
Framing 30 June 1941 in Wikipedia
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.
Victor Jeleniewski Seidler
What is Jewish about memory? Is it that Jews carry a certain memory of suffering, oppression and displacement that haunts the present? Is it that they often have had to learn to disentangle themselves from the cultural memories of the dominant
A Study of Travel Archives
Lee Arnold and Thomas van der Walt
People’s travel collections serve as a memory aid to help them write travelogues, novels, or scientific reports when they return home. They may also just have been a way to document a voyage or journey for future generations. Or it could solely be
The Israeli Communist Commemoration of the Spanish Civil War, 1936–1986
prevailing in the wider Zionist-Israeli, as well as Jewish, traditional cults of war, memory, and mourning. The research presented here mainly focuses on the 1950s to the 1960s, that is, the principal years in which the cult was celebrated by the Israeli
Intergenerational Remembrance in Post-communist Romania
Codruta Alina Pohrib
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
War and disaster in a Buddhist Sinhala village
This article analyzes the regimes of truth and efforts at falsification that emerged aft er the 2004 tsunami in Sri Lanka, where the experience of fear, the blurring of memory, and the fabrication of identity became normalized during the course of a long civil war. By shedding light on the memorialization processes in a Buddhist Sinhala village on the border of the northeastern Tamil zones, the article shows how the tsunami has reinforced governmental devices for controlling peoples and territories, insinuating itself into the core of the enduring process of securitization of fear in Sri Lanka. Yet, however much the politics of memory tends to cloud matters, the article also demonstrates that it never goes uncontested, as long as subjects can channel their capacity for action in unexpected directions.
The Second World War According to Achtung Zelig! (2004)
Krzysztof Gawronkiewicz and Krystian Rosenberg’s Achtung Zelig! recounts an unabashedly absurd story about the Second World War, involving an encounter between a Nazi commander who was a former clown and a Jewish father and son with monstrous faces. To understand the construction and function of the Polish comic’s narration of the war, this article introduces the concept of media memories. Such memories encompass techniques and works that ‘haunt’ cultural productions. Achtung Zelig! interweaves key media and contexts, layering its story through the media memories of carnivals, comics (e.g. Maus) and films (e.g. The Great Dictator). In instrumentalising media memories, the comic engages in a heavily mediated dialogue with the issue of representing traumatic realities.
Narrating and Re-enacting the Australian Freedom Ride
This article explores the intersections between history, memoir, and collective memory. It re ects on my experience of writing, as both historian and former participant, about the 1965 Australian Freedom Ride, which protested racial discrimination against Aboriginal people. It also traces the ways in which memory of and discourse about that event has changed over time: how it was and is remembered and understood, and the di erent uses made of the event by Aboriginal people, educators, and historians.
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.