 | | | | Introduction: War and Memory in Russia, Ukraine, and Belarus This introductory essay begins with a discussion of World War II memory in Russia, Ukraine, and Belarus, in light of the recent and ongoing war in Ukraine. It outlines the main contours of the interplay between "memory wars" and real war, and the important "post-Crimean" qualitative shift in local memory cultures in this connection. Next, the essay sketches out the specifics of the war memory landscapes of the region, and then of each of the three individual countries, before moving on to introduce the key organizing themes and findings of the book. |
|
| Making the "invisible" visible in CIE research: Ontology, temporality and affective economies I am intrigued by the overriding question of this whole CIES symposium, "how we know what we know?" My MSU Colleague Lynn Fendler in a recent CIES talk (Fendler, 2017), notes that the classification systems we employ in our work in many ways strive to maintain an "illusion of coherence" and excludes what we may be actually experiencing. In this position statement, I will argue that "how we know" cannot be separated from questions of ontology, temporality and affective economies. Interrogating these modes of being and knowing would complicate our 'illusions of coherence' in current... |
|
| Who needs examinations? A story of climbing ladders and dodging snakes (2014) This short book is an interdisciplinary critique of conventional school examinations for older secondary students. Chapter 1 is about their multiple shortcomings. Chapter 2 asks why they have existed for so long, given that their deficiencies have been well-known for a century and more. It suggests that one factor in the UK has been their value to upper echelons of society as stepping stones to interesting careers; and documents attempts since 1900 to prevent other parts of society from using them for the same purpose, except children allowed as a safety valve to climb the 'ladder'.... |
|
| What are schools for and why (2007) This IMPACT pamphlet presents its own view of what the aims of school education should be. Just as with most government documents on aims, this involves a list of items. But unlike most government documents, it goes further. A list of aims is of little use without a rationale. Teachers, parents, pupils, administrators, inspectors and others with an interest in what schools are for need to know why items in a list have been chosen. They need to understand what values lie behind them – how the items fit together in a unified vision. The core of this pamphlet is a rationale of this sort. |
|
| The implementation of oral history on child games and toys: Computer games versus hand-made toys After the new educational programs launched in 2005, the new teaching methods used in Social Studies courses came to the fore. The oral history is one of those teaching methods highlighted in the Turkish Social Studies Teaching Program. Oral history as a way of teaching method is new to both teachers and students. Thereby, the present study aims to implement oral history within school settings and to find out students' viewpoints about the process that they experienced as well as their achievement in conducting oral history on child games and toys. The study is planned in the line of... |
|
| The "Partisan Republic": Colonial Myths and Memory Wars in Belarus This chapter combines trauma theory and postcolonial theory in the study of memory in post-war and post-Soviet Belarus. It argues that the Soviet myth of Belarus as the "Partisan Republic" displaced trauma, attempting to delimit the contours of memory but only deferring the painful process of coming to terms with the past. In addition, it examines the creation of a monolithic image of Soviet Belarusianness based on the memory of the war, i.e. the construct of the "Partisan Republic," as a form of colonial discourse a means of imposing hegemonic identity norms on a dominated population. Both... |
|
|
Academia, 251 Kearny St., Suite 520, San Francisco, CA, 94108 Unsubscribe Privacy Policy Terms of Service © 2017 Academia | |
Sem comentários:
Enviar um comentário