Whose History Counts


Book Description

Originally planned as a fact-based book on the pre-colonial history of the Eastern Cape in the true tradition of history, this ground-breaking book focuses on epistemological and foundational questions about the writing of history and whose history counts. Whose History Counts challenges the very concept of "e;pre-colonial"e; and explores methodologies on researching and writing history.




Whose History?


Book Description

In the 1990s the debate over what history, and more importantly whose history, should be taught in American schools resonated through the halls of Congress, the national press, and the nation's schools. Politicians such as Lynne Cheney, Newt Gingrich, and Senator Slade Gorton, and pundits such as Rush Limbaugh, John Leo, and Charles Krauthammer fiercely denounced the findings of the National Standards for History which, subsequently, became a major battleground in the nation's ongoing struggle to define its historical identity. To help us understand what happened, Linda Symcox traces the genealogy of the National History Standards Project from its origins as a neo-conservative reform movement to the drafting of the Standards, through the 18 months of controversy and the debate that ensued, and the aftermath. Broad in scope, this case study includes debates on social history, world history, multiculturalism, established canons, national identity, cultural history, and "liberal education." Symcox brilliantly illuminates the larger issue of how educational policy is made and contested in the United States, revealing how a debate about our children's education actually became a struggle between competing political forces.




Whose History?


Book Description

Somebody once quipped that any work of Australian historical fiction is a 'burning fuse', travelling over decades through Australian culture and society. In some manner, every newly published Australian historical novel is connected to what it has preceded. Each work belongs to a proud history. Through multiple examples, Grant Rodwell encourages readers to see how a work of historical fiction has evolved. Thus, under various themes, WHOSE HISTORY? examines the traditions in Australian historical fiction, and ponders how Australian historical novels can engage teachers and student teachers. WHOSE HISTORY? aims to illustrate how historical novels and their related genres may be used as an engaging teacher/learning strategy for student teachers in pre-service teacher education courses. It does not argue all teaching of History curriculum in pre-service units should be based on the use of historical novels as a stimulus, nor does it argue for a particular percentage of the use of historical novels in such courses. It simply seeks to argue the case for this particular approach, leaving the extent of the use of historical novels used in History curriculum units to the professional expertise of the lecturers responsible for the units.




History beyond apartheid


Book Description

This edited volume encompasses a range of themes and approaches relevant to the field of South African history today, as viewed from the perspective of practicing historians at the cutting edge of research in the discipline. The collection features the historians offering critical reflection on the theoretical and methodological aspects of their work. This involves them both looking back at the inherited historiographical tradition in the respective areas of their research, while also pointing forwards to possible future directions for scholarly engagement.




Whose History: Essays in Perception


Book Description

Today, more than ever, students and teachers should be better able to address questions of perspective with more original sources at their fingertips. Whose History? raises and addresses important questions about how history is perceived, not only through aspects of historiography but by teachers deciding how and what to teach in this modern world. A wide range of respected contributors with a vast experience in education cover topics such as: Coming to terms with the past: Germany's changing view of the Second World War; Dangerous interpretations in post conflict history teaching; and Is the past such a foreign country? Rediscovering history as a way to understanding the micropolitics of the present. Contributors include: Dinos Aristidou; Richard Caston; Dr Richard Caffyn; Dr Rebecca Conway; Malcolm Davis; Dr Caroline Ellwood; Terry Haywood; Dr Walther Hetzer; Jack Higginson; Dr Siva Kumari; Roger Moorhouse; Professor Olukoya Ogen; Dr Malcolm Pritchard; Dr Rauni Rasanen; Paul Regan




Yale Law Journal: Volume 122, Number 4 - January 2013


Book Description

One of the world's leading law journals is available as an ebook. This issue of The Yale Law Journal (the fourth of Volume 122, academic year 2012-2013) features new articles and essays on law and legal theory by internationally recognized scholars. Contents include: Article: Text, History, and Tradition: What the Seventh Amendment Can Teach Us About the Second, by Darrell A.H. Miller Essay: Can the President Appoint Principal Executive Officers Without a Senate Confirmation Vote?, by Matthew C. Stephenson Note: The Majoritarian Filibuster Note: Lawsuits as Information: Prisons, Courts, and a Troika Model of Petition Harms Comment: Unveiling Inequality: Burqa Bans and Nondiscrimination Jurisprudence at the European Court of Human Rights Quality ebook formatting includes fully linked notes and an active Table of Contents (including linked Contents for individual articles and essays), as well as active URLs in notes and properly presented figures and graphics throughout.




Danish Medieval History, New Currents


Book Description

Danish Medieval History - New Currents




Becoming a History Teacher


Book Description

Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.




Fragments from a Contested Past


Book Description

‘What a nation or society chooses to remember and forget speaks to its contemporary priorities and sense of identity. Understanding how that process works enables us to better imagine a future with a different, or wider, set of priorities.’ History has rarely felt more topical or relevant as, all across the globe, nations have begun to debate who, how and what they choose to remember and forget. In this BWB Text addressing ‘difficult histories’, a team of five researchers, several from iwi invaded or attacked during the nineteenth-century New Zealand Wars, reflect on these questions of memory and loss locally. Combining first-hand fieldnotes from their journeys to sites of conflict and contestation with innovative archival and oral research exploring the gaps and silences in the ways we engage with the past, this group investigates how these events are remembered – or not – and how this has shaped the modern New Zealand nation.




The Music of Mzilikazi Khumalo


Book Description

Mzilikazi Khumalo (1932-2021), an iconic figure in choral music in South Africa, rose to prominence as one of Africa's leading composers of art music. This is a work of music history. Biographical essays on Khumalo's major works, including those for choir, orchestra, and opera are complemented by contextual studies of his compositions and arrangements as well as reflections on his roles as editor, conductor, and music director. Specifically in the context of South Africa's cultural and political transition from Apartheid to democracy, Khumalo's key role in establishing the Nation Building Massed Choir Festival, a multi-racial institution that forged an inclusive space for music, in the 1980s is discussed as evidence of his importance and relevance in South African culture. Khumalo's major works are studied in relation to contemporary art music, choral composition, and traditional song. These are UShaka KaSenzangakhona (1996), an African epic, and Princess Magogo KaDinuzulu (2002), one of the first indigenous African operas. Khumalo's artistic collaborators provide insight into their experiences working on these major projects, documenting the relationships the composer cultivated with his peers. This volume addresses a lacuna in the literature on South African art music which until recently tended to focus on works in the classical tradition and shows that Khumalo is a composer without peer in his synthesis of classical and choral, traditional and contemporary.