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1
Taylor, Jon E. "When a presidential neighborhood enters history : community change, competing histories, and creative tension in Independence, Missouri /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137755.
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Halstead, Huw. "'Greeks without Greece' : local homelands, national belonging, and transnational histories amongst the expatriated Greeks of Turkey." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/14279/.
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In this thesis, I focus on the experiences of the Greeks of Istanbul and Imbros/Gökçeada, who were exempted from the compulsory population exchange between Greece and Turkey in 1923. Particularly in the years c.1950-1980, members of these communities were faced with persecution in Turkey, and overwhelmingly left their places of birth to resettle in Greece, their purported ‘national homeland’. Drawing on oral history testimonies, written documentation, and participant observation, I explore how the expatriated Greeks of Turkey appealed to and reworked the past as they attempted to establish belonging in their new place of residence, make sense of their recent historical experiences, and communicate these understandings to others. Part I sets out the conceptual, methodological, and historical background of the thesis. In part II, I consider the representation of self and others by the Greeks of Turkey, arguing that they sought to assert both belonging and distinctiveness within the Greek national community by emphasising the specificities of their own local heritages. Part III investigates the ways in which activists and writers from the expatriated community, in their efforts to raise awareness of their experiences of persecution, adopted and adapted archetypes both from Greek nationalist history and the mnemonic repertoires of other communities, and I discuss these discourses in relation to the recent ‘transcultural turn’ in memory studies. In part IV, I turn my attention to the seasonal, semi-permanent, and permanent return of the Greeks to Imbros after 1988, documenting how these more recent developments have impacted upon the community’s relationship to the Greek state, and the transmission of memory and identity to the younger Greek-born generation. I conclude by suggesting that anthropologists and historians can make significant contributions to current scholarly debates concerning national identity and social memory by examining the internal heterogeneity and malleability of ethnicity and nationhood, and how the transcultural circulation of memories makes its presence felt on particular local communities in particular historical contexts.
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Brittain, Jeffrey Thomas. "The Response of Zooplankton Communities in Montane Lakes of Different Fish Stocking Histories to Atmospheric Nitrogen Deposition Simulations." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2394.
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Freshwater ecosystems are subject to a wide variety of stressors, which can have complex interactions and result in ecological surprises. Non-native fish introductions have drastically reduced the number of naturally fishless lakes and have resulted in cascading food web repercussions in aquatic and terrestrial habitats. Additional anthropogenic influences that result from increases in global airborne emissions also threaten wildlife habitat. Atmospheric nitrogen deposition has been recognized as an anthropogenic contributor to acidification and eutrophication of wilderness ecosystems. Planktonic communities have shown declines in response to predation and shifts in composition as a result of nutrient inputs and acidification, both of which are potential fates of nitrogen deposition. This study identified the response of zooplankton communities from two lakes (fish present vs. absent) in Mount Rainier National Park to manipulations simulating an episodic disturbance event in mesocosms. The experiment used a 2 x 2 factorial design with acid and nitrogen treatments. Treatments resulted in significantly elevated nitrogen and decreased pH conditions from control mesocosms over 42 days, indicating that the treatment effects were achieved. Results indicate that zooplankton communities from lakes with different food web structure respond differently to the singular effects of acid and nitrogen addition. Surprisingly, the interaction of the two stressors was related to increases in community metrics (e.g., abundance, biomass, body size, richness, and Shannon-Weiner diversity) for both lake types. This work can aid management decisions as agencies look to restore more aquatic montane habitats to their historic fishless states, and assess their abilities to recover and afford resistance to atmospheric pollution.
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Tyson, A. F. "Dehistoricised Histories: The Cultural Significance of Recent Popular New Zealand Historical Fiction." Thesis, University of Canterbury. Department of English, 2007. http://hdl.handle.net/10092/1568.
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The recent popularity of mass-market New Zealand historical fiction coincides with the
increasing vocality of particular cultural discourses that resist the influence of revisionist
histories on dominant understandings of national identity. This thesis examines how the
depiction of colonial history in four such novels legitimates and sustains hegemonic
understandings of New Zealand as culturally European. The novels analysed are The
Denniston Rose (2003) by Jenny Pattrick, Tamar (2002) by Deborah Challinor, The Cost
of Courage (2003) by Carol Thomas, and The Love Apple (2005) by Coral Atkinson. The
cultural context in which these books have been produced is situated within a history of
nationalist discourses and Raymond Williams’s theorisation of hegemonic cultural
processes is employed to explain how contemporary national culture continues to rely on
colonial principles that sustain settler cultural dominance. Close analysis of the temporal
and geographical settings of the novels reveals how the portrayal of history in these
novels evades colonial conquest and the Māori cultural presence. A comparison of the
historical and contemporary cultural significance of the spatial settings employed in these
novels – the wilderness, pastoral, and colonial urban spaces – highlights how these
settings tacitly communicate that New Zealand is culturally European. Nevertheless, the
problematic cultural legacies of colonialism still haunt these novels. The way in which
the narratives resolve these issues reveals that hegemonic New Zealand identity is reliant
on a dehistoricised view of settlement and therefore perpetually vulnerable to the
intrusion of Māori memory.
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Shin, Ji-Young. "Writing women's art histories : the construction of national identity in South Korea and the tradition of masculinity in abstract painting." Thesis, University of Leeds, 2004. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588599.
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Ramirez, Romero Aïda. "Héritage colonial et construction de l'école nationale : Discours, normes et pratiques de socialisations à une nation plurielle. Le cas du Belize." Electronic Thesis or Diss., Université Côte d'Azur, 2023. http://www.theses.fr/2023COAZ2023.
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Dans ce travail, « nation » et « diversité » sont pensées et questionnées ensemble, depuis le champ de l'éducation. Cette thèse apporte des éléments qui expliquent comment se construisent et se naturalisent les formes d'identification à une catégorie nationale. Les réflexions visent à décentrer l'idée qu'une nation est « une et homogène » et à questionner la place que les différences culturelles occupent, en termes d'inclusion et d'exclusion, dans les discours sur la nation. Ici, le concept de « nation », composant du modèle politique de l'État-nation, est compris comme une construction politique et sociale. Il est question du Belize (historiquement colonisé par la Grande-Bretagne et indépendant depuis 1981) qui, comme de nombreuses « nouvelles » nations après les décolonisations, a été légitimée par un pouvoir mondial et a été définie, délimitée et « manufacturée » depuis « le haut » par un État. L'éducation est un outil largement investi par les États pour diffuser des représentations et des symboles qui contribuent à la construction d'identifications nationales. Les écoles sont aussi des espaces de socialisations multiples où les individus se socialisent et construisent des identifications selon des catégories sociales. Cette recherche examine les manières dans lesquelles les acteurs du système éducatif (institutions et espaces scolaires) mobilisent et transforment, dans les récits historiques (textes, paroles, images, etc.), des catégories raciales et ethniques qui participent, dans les écoles, aux processus d'incorporation et d'identification à la nation. Pour appréhender la complexité des processus de « nationalisations » des écoliers, cette recherche combine trois axes d'analyses : l'histoire sociale de l'institutionnalisation de l'école coloniale ; une sociologie des acteurs d'institutions éducatives chargés d'écrire l'histoire nationale ; une ethnographie des pratiques éducatives dans des écoles primaires. Ainsi, ce travail considère les dimensions historiques, institutionnelles, idéologiques et sociales qui participent à la socialisation des acteurs qui font l'école. Depuis des perspectives locales et globales, les analyses montrent que le développement de l'éducation coloniale a contribué à façonner des identités raciales et ethniques propres au Belize, qui se réarticulent, aujourd'hui, à l'école nationale. La thèse met en lumière les liens entre les institutions de l'État (ministère de l'Éducation, université) avec une organisation ethnique et avec les écoles primaires, dans l'élaboration et l'implantation de programmes éducatifs. Elle rend compte de reproductions, de transformations et d'appropriations ethnopolitiques de l'histoire coloniale qui font évoluer, non seulement, les discours historiques sur la nation, mais qui éclairent aussi la diversité des significations que les acteurs construisent sur les différences. Enfin, les voix des écoliers nuancent et questionnent les discours schématiques et stéréotypés des institutions. Le poids de l'histoire est conséquent, néanmoins, les expressions des enfants recueillies dans le cadre de cette étude montrent à quel point les imaginaires nationaux sont fluides et pluriels, les élèves s'approprient et réinterprètent les discours, en faisant preuve qu'il n'existe pas « une nation », mais bien une multiplicité de perceptions et de vécus qui donnent du sens à des identifications qualifiées de nationalesIn this work, “nation” and “diversity” are thought and questioned together from the Education field. This dissertation brings elements that explain how identifications to a national category are constructed and naturalized. The reflections aim to decenter the idea that a nation is “one and homogenous” and to question the place that cultural differences occupy, in terms of inclusion and exclusion, in the discourses about the nation. Here, the concept of nation, as part of the Nation-state political model, is understood as a political and social construction. It is about Belize, historically colonized by Great Britain and independent from 1981, that like many other “new” nations after decolonization, were legitimized by an international power and was defined, demarcated, and “manufactured” from a State. The Education is a tool largely invested by States to diffuse representations and symbols that contribute to constructions of national identifications. The schools are also spaces where children socialize daily and construct identifications according to social categories. This research studies the ways in which actors of the educative system (institutions and schools) mobilize and transform, in historical accounts (texts, speeches, images, etc.) racial and ethnic categories which participate, in the schools, to the process of national incorporation and identification. In order to understand the complexity of the process of “nationalization” of students, this study combines three analytical approaches: the social history of the institutionalization of the colonial education; a sociology of actors in educational institutions responsible to write the national history; an ethnography of educational practices in primary schools. In this way, this work considers the historical, institutional, ideological, and social dimensions that contribute to build national socializations in schools. From local and global perspectives, the analyses show that the development of the colonial education participated to shape racial and ethnic identities specific to Belize that are rearticulated today in the national school. The dissertation enlightens the links between governmental institutions (ministry of Education, University) with an ethnic organization and primary schools, in the elaboration and implementation of educational programs or projects. It reports on reproductions, transformations and ethnopolitical appropriations of the colonial history that make evolved, not only the historical stories of the nation, but also shows the diversity of significations that actors construct about differences. Finally, the voices of the children nuance and question the schematical and stereotypical discourses of the institutions. The weight of history is significant, however, the student expressions collected in this study, show how far the national imaginaries are smooth and plural, the pupils appropriate and reinterpret the discourses, proving that there is no “one nation”, but a multiplicity of perceptions and backgrounds that give meanings to identifications qualified as nationals
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Hughes, S. Gavin. "Northern Irish regiments in the Great War : culture, mythology, politics and national identity." Thesis, University of Wales Trinity Saint David, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683166.
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Karlsson, Ingemar. "Historien som biologiskt öde : om perspektivförskjutningar inom mellankrigstidens tyska historieskrivning /." Göteborg : Univ, 1989. http://catalogue.bnf.fr/ark:/12148/cb37620105s.
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Johansson, Stefan. "En omskriven historia : svensk historisk roman och novell före 1867 /." Uppsala : Uppsala university, 2000. http://catalogue.bnf.fr/ark:/12148/cb37702399r.
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Melchers, Alma Louise Sophia. "Cinema plays history : National Socialism and the Holocaust in counterfactual historical films of the twenty-first century." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/14340.
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Inspired by 2009 pastiche Inglourious Basterds (US/DE), my research presents counterfactual historical film, firstly, as a marginalised type of film: the 2000s and 2010s have seen an abundance of overtly fictional films which do not intend to represent the past but nonetheless playfully refer to imageries of National Socialist and Holocaust history. These films have so far been neglected by historical film studies which, despite a consensus not to judge films according to their factual accuracy, tend to focus on genres close to historiography. My research considers as historical films the counterfactual parodies Churchill: The Hollywood Years (GB 2004) and Mein Führer: Die wirklich wahrste Wahrheit über Adolf Hitler (DE 2007), as well as Inglourious Basterds and, in a brief conclusion, Nazi zombie films. In this sense, counterfactual historical film is, secondly, a research approach which suggests reconfiguring academic definitions of the field of history and film and historical film. Assuming that historical film never visualises past reality but engages with a history that is always already medialised, I propose that the above films despite their counterfactual plots embark on a visual historical discourse, and what is more reflect upon cinema and history in their own enlightening ways. My analyses show how twenty-first century counterfactual historical films revise Nazi and Holocaust visual history, and how they describe National Socialist history as visually constructed and historical Nazism as an eclectic amalgamation drawing on fictional as well as factual media sources. In regard to the present, they explore tensions between popular and academic culture through the dissolving binaries of fiction film and historiographical fact, and propose to recognise the reciprocity of media representation and actual past as an object of research in its own right. My research demonstrates the value of cinema's playful engagement with history as a potential contribution to the theory and practise of historical film studies.
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Turini, Leide Divina Alvarenga. "O tempo historico na pesquisa sobre ensino de historia : um balanço historiografico." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252428.
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Orientador: Ernesto ZamboniTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-07T12:30:00Z (GMT). No. of bitstreams: 1 Turini_LeideDivinaAlvarenga_D.pdf: 715187 bytes, checksum: 673beaab50dca684ab75731a2c3518f0 (MD5) Previous issue date: 2006
Resumo: TURINI, Leide Divina Alvarenga. O tempo histórico na pesquisa sobre ensino de História. Um balanço historiográfico. 2006. Tese (Doutorado em Educação) ¿ Faculdade de Educação da Universidade Estadual de Campinas, Campinas, 2006. Este estudo corresponde a um balanço historiográfico da pesquisa que elegeu o tempo histórico no ensino de História como objeto de investigação na década passada. A partir de uma aproximação com autores cujas reflexões apontam ruptura com a história linear e desconstrução da idéia de progresso como norma histórica em defesa de uma concepção do tempo histórico fundada nas experiências concretas dos sujeitos, procura (re)construir sentidos da experiência que constitui o tempo histórico como campo de pesquisa específico e que envolve a História e suas interlocuções com outras áreas do conhecimento. Caracterizadas segundo seus objetivos, suas abordagens teórico-metodológicas e suas conclusões, as pesquisas revelaram que o objeto tempo histórico se constitui com base em diferentes possibilidades de investigação, seja na perspectiva de se apreender como os alunos compreendem, desenvolvem e/ou representam noções temporais, seja na perspectiva dos pesquisadores que se preocupam com o lugar do tempo histórico nas propostas curriculares, na formação e nas representações dos professores, bem como no livro didático de História. O diálogo indagativo com as pesquisas ensejou uma reflexão sobre a inserção dos Parâmetros Curriculares Nacionais como via de interlocução entre políticas públicas adotadas para a educação no Brasil e a produção acadêmica; sobre fundamentos, perspectivas e questões relativas à proposta de uma educação histórica; também pôs em questão a idéia de progresso como força motriz de uma concepção linear de história
Abstract: TURINI, Leide Divina Alvarenga. O tempo histórico na pesquisa sobre ensino de História. Um balanço historiográfico. 2006. Tese (Doutorado em Educação) ¿ Faculdade de Educação da Universidade Estadual de Campinas, Campinas, 2006. This study corresponds to a historiographical examination of the research which elected historic time in the History teaching as subject matter last decade. It tries to rebuild meanings of the experience constitutive of historic time as a specific research field involving history and its intersection with other fields of knowledge, based on authors who point out a rupture in the linear history and deconstruction of the idea of progress as a historical norm and, so, support a conception of historic time founded on the individuals¿ concrete experience. Given their goals, theoretical, methodological approaches, and conclusions, these researches have revealed that historic time as subject matter is constituted according to different possibilities of investigation, whether it is into the perspective of grasping how students understand, develop, and represent time notions or into the perspective of researchers worried about the place historic time occupies in curricular proposals, in teachers¿ education and representations, as well as in History textbooks. The enquiring dialogue with these researches aimed to supply a reflection on both the presence of the national curriculum guidelines in them ¿as a way of interlocution between public policies for education in Brazil and the academic production¿and on the grounds, perspectives, and questions related to the proposition of a historical education. Also, it put into question the idea of progress as motive force of a linear conception of history
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
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Svensson, Carl-Johan. "Festligt, folkligt, fullsatt? Offentlig debatt om Historiska museets publika verksamhet från Den Svenska Historien till Sveriges Historia." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Övrig skolnära forskning, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-23771.
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The thesis concerns public debate on the public activities of The Swedish History Museum (Historiska museet) in Stockholm between the years 1992 and 2011. Moreover, the thesis contribute with knowledge on how basic didactic questions regarding a single national museum has been answered in the public debate over time. Standpoints on what should be exhibited, how this should be done, to/with whom the mediation of history should be addressed/communicated and, what mission in society The Swedish History Museum’s is considered to be, is summed up in the concept of “exhibition ideal”. The research concerns four public debates; the debate about the exhibition The Swedish History (Den Svenska Historien), the debate about Kristian Berg, the debate about the free entry reform and, a less extensive debate about the exhibition History of Sweden (Sveriges Historia). A further aim of the dissertation is to put the publicly expressed positions on The Swedish History Museum in a wider historical-cultural context. Also, the study is related to other museums and other history communicating arenas. The debates coincides in time with challenges for the museum sector to deal with new perspectives in museology and cultural heritage research. The emergence of a multi-cultural society and the questioning of grand narratives are mentioned as examples. The emergence and strengthening of a broader history didactic discipline in Sweden, where a basic starting point is that the story is communicated in several different arenas with their own competencies, are also brought into the analysis. Historians and archaeologists tend to become silent in the recent debates about The Swedish History Museum’s public activities as the debates are less focused on content. The debates tends to be more “museum internal”, even in cases where there is opportunity to debate specific historical and archaeological content in the exhibitions. It appears, nevertheless, that the overall conflict around the public museum activities has reached the public spotlight through newspapers, radio and TV. Alongside with visits to the museum public debate are assumed to contribute to citizens’ own view of what museums should exhibit, how this should be done, to/with whom the mediation of history should be addressed/communicated and what the museum’s mission in society is.
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Rapport, Helen M. "Edinburgh and Glasgow : civic identity and rivalry, c.1752-1842." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/9803.
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This thesis is the first in depth study that has been undertaken concerning Edinburgh and Glasgow’s identities and rivalry. It is not an economic or a social study driven solely by theory. Essentially, this is a cultural and political examination of Edinburgh and Glasgow’s identities and rivalry based on empirical evidence. It engages with theory where appropriate. Although 1752 – 1842 is the main framework for the period there are other considerations included before this period and after this timeframe. This study provides the reader with a better understanding of the ideas highlighted in the introduction and it also indicates the degrees of changes as well as continuity within the two cities. Therefore, this thesis is not a strict comparison of the two cities and neither does it provide for a complete contextual breakdown of every historical event over the course of every year. The primary focus is kept on an array of primary written sources about the two cities over the course of the period, with only brief reflections about other places, where it is deemed appropriate. The thesis is driven by the evidence it has uncovered in relation to identity and rivalry, and the study uses particular events and their impact on the two cities within a particular historical narrative. As it is a preliminary report of its kind, there are, of course, many gaps which are opportunities for further research. This is something that the conclusion of this thesis returns to. Identity and rivalry are words not attached to any particular corpus of research material but rather are buried in an array of primary sources that are wide-ranging and all encompassing. Most have been uncovered in individual collections and in the literature of the time, including newspapers, guidebooks, travellers’ accounts, civic histories, speeches, letters, and in entries for the Encyclopaedia Britannica and also the Old and New Statistical Accounts. Although historians may have examined some of this material it has not necessarily been employed by them to investigate how the cities’ identities and rivalry evolved. The period was influenced by the ideas birthed from the Enlightenment and Romanticism, by the impact of the French Revolutionary and Napoleonic Wars and by the intense processes harboured by urbanisation, industrialisation and by political and social change as the Georgian city became a Victorian one, so consideration of these important aspects must be afforded, as well as the particular historians’ ideas about them and how they affected cities like Edinburgh and Glasgow within a Scottish and a British context.
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Johansson, Sara. "Samerna i historie läromedel och läroplaner." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28188.
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Elever i den svenska grundskolan ska enligt 1994 års läroplan inhämta ”kunskaper om de nationella minoriteternas kultur, språk, religion och historia”. För att skolorna ska kunna fullfölja detta uppdrag krävs det att läroböckerna tar upp frågor om den samiska kulturen och samernas levnadsförhållanden på ett korrekt och mångsidigt sätt. En granskning gjord av Statens Institut för Läromedel (SIL) 1990 beträffande hur de samiska förhållandena behandlas i läromedel i de samhällsorienterande ämnena visade på stora brister – samerna var i stort sätt osynliga i dessa läroböcker. Föreliggande projekt är en inventering och analys av läromedel i årskurs F-6 i historia, totalt 11 läroböcker utgivna på 7 förlag. Syftet var att ta reda på om samerna åskådliggörs i de svenska läromedlena i historia, samt att kartlägga i vilken utsträckning samerna fanns med och om innehållet uppfyller kraven och målen i Lpo 94 samt kursplanen för historia. Ett försök att skatta texternas relevans har gjorts. Med relevant innehåll avses här fakta som ligger i linje med samt ger eleverna en möjlighet att uppfylla målen i läroplanen och kursplanen för ämnet historia. Resultatet av analysen har jämförts med den granskning som Statens institut för läromedel (SIL) utförde 1990. Jämförelsen visar på vissa skillnader som innebär en utveckling till det bättre. Trots detta är huvudintrycket att många av de brister som påtalades då kvarstår i dagens läromedel. I den mån läroböckerna tog upp de samiska frågorna, var informationen om hur samerna levde förr sporadisk och innehållet om hur samerna lever idag ännu magrare. Samernas kultur framstår som exotiskt och oföränderligt samt romantiserat. Innehållet har även en kraftig slagsida mot rennäringen men inget nämns om den kris som rennäringen har gått igenom. Det lidande och förtryck som samerna varit utsatta för genom historien är osynligt i de granskade läromedlen, om de mot förmodan tar upp förtrycket ges det en ytterst liten plats av det totala innehållet. Den samiska historien är till stor del en dold historia och analysen visar att samerna fortfarande är en osynlig folkgrupp i ämnet historia precis som SIL rapporten visade 1990.Students in the Swedish nine-year compulsory school, should according to the 1994 curriculum obtain, “ knowledge about the national minorities culture, language, religion and history”. For the schools to complete this commission it demands that the textbooks bring up questions about the Lappish culture and the Lappish living conditions in a correct and multifaceted way. A perusal maid by the Governments Institution for textbooks and teaching aids (SIL) 1990 concerning the Lappish conditions handles in the textbooks and teaching aids in the social studies subjects showed big lacks – the Lappish were pretty much invisible in these books. In case project is an inventory and analysis of the textbooks in the grade F-6 in history, a total of 11 textbooks on 7 publishing houses.The purpose was to find out how the Lappish are illustrated in the Swedish textbooks in history, and survey in which extent the Lappish was included and if the contents of the books fullfil the requirements and goals in LPfö 94 and in the syllabus of history. One attempt to estimate the relevance of the texts has been done. With relevance content refers here to facts that lies in line with and gives the pupils a possibility to fullfil the goals in the curriculum and in the syllabus for the subject of history. The result of the analysis has been compared with the review that the Governments Institution for textbooks and teaching aids (SIL) made in 1990. The comparison showed some differences which involves a development to the better. Despite this the main impression is that many of the lacks which are criticized still remains in the textbooks and teaching aids of today.For as long as the textbooks brought up the questions about the Lappish, the information was how the Lappish used to live in former times sporadic and the contents about how the Lappish lives today even thinner. The culture of the Lappish appears as exotic and unchangeable and romantic. The contents has also a powerful one-sided against the reindeer industry but nothing has been mention about the crise that the reindeer industry has been through. The suffering and oppression that the Lappish has been vulnerable by through the history is invisible in the review textbooks and teaching aids, and if they in contrary to expectation bring up the oppression it gives an extremely small place of the total contents. The Lappish history is to a large part a concealed history and the analysis shows that the Lappish still is an invisible ethnic group in the subject history just as the rapport that was made by the SIL showed in 1990.
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Schönwälder, Karen. "Historiker und Politik : Geschichtswissenschaft im Nationalsozialismus /." Frankfurt am Main : Campus Verl, 1992. http://catalogue.bnf.fr/ark:/12148/cb355989784.
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Texte remanié de: Diss.--Fachbereich Gesellschaftswissenschaften und Philosophie--Marburg--Philipps-Universität, 1990. Titre de soutenance : Geschichtswissenschaft und Nationalsozialismus. Zur Auseinandersetzung der deutschen Historikerschaft mit Ideologie und Praxis der Aussenpolitik des Deutschen Reiches zwischen 1933 und 1945.
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Ball, Gregory W. "Soldier Boys of Texas: The Seventh Texas Infantry in World War I." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30433/.
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This study first offers a political, social, and economic overview of Texas during the first two decades of the twentieth century, including reaction in the Lone Star state to the declaration of war against Germany in April, 1917; the fear of saboteurs and foreign-born citizens; and the debate on raising a wartime army through a draft or by volunteerism. Then, focusing in-depth on northwest Texas, the study examines the Texas National Guard unit recruited there, the Seventh Texas Infantry Regiment. Using primarily the selective service registration cards of a sample of 1,096 members of the regiment, this study presents a portrait of the officers and enlisted soldiers of the Seventh Texas based on age, occupation, marital status, dependents and other criteria, something that has not been done in studies of World War I soldiers. Next, the regiment's training at Camp Bowie, near Fort Worth, Texas, is described, including the combining of the Seventh Texas with the First Oklahoma Infantry to form the 142nd Infantry Regiment of the Thirty-Sixth Division. After traveling to France and undergoing nearly two months of training, the regiment was assigned to the French Fourth Army in the Champagne region and went into combat for the first time. The study examines the combat experiences of these soldiers from northwest Texas and how they described and expressed their experiences to their families and friends after the armistice of November 11, 1918. The study concludes with an examination of how the local communities of northwest Texas celebrated the armistice, and how they welcomed home their "soldier boys" in the summer of 1919. This study also charts the changing nature of the Armistice Day celebrations and veteran reunions in Texas as time passed, as well as the later lives of some of the officers and men who served with the regiment.
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Chaminade, Marie-Thérèse. "Le sentiment national dans les chansons populaires historiques grecques modernes." Paris 4, 2005. http://www.theses.fr/2005PA040016.
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Un corpus de 517 chansons de l'ensemble de la Grèce sert de référence. Après un inventaire abrégé des thèmes des chansons de la défaite de 1453 à la reconquête nationale de 1821 à la seconde guerre mondiale, l'étude a été faite des "héros" qui s'engagent dans la lutte nationale dans l'ensemble de la société alternativement active ou victime. Le combat est le moment capital de ralliement aux idéaux nationaux à travers le maniement des armes et la défense des places fortes, les aléas de l'histoire et la mort sont des repères. Le sentiment national s'exprime par la revendication d'hellénisme par opposition à l'ennemi ottoman et à tous les envahisseurs. L'ennemi est insulté pour les souffrances qu'il inflige. Tous les liens sociaux concourent à la lutte, des objets servent de supports symboliques, les vertus sont les forces qui permettent de soutenir la lutte. Une géographie des chansons permet de dire que les événements proches dans l'espace sont ceux qui sont investis de la plus grande charge affective nationale. Les chansons ont eu la fonction de diffuser le sentiment national dans une société en révolte privée de tradition écriteA corpus of 517 songs from the whole Greek territory serves as a reference. An abridged inventory of song themes from the 1453 defeat until the Second World War is followed by a study of the ‘heroes' who commit themselves to the nationalist cause throughout society, the latter alternately an actor or a victim. Combat is the capital moment to rally national ideals through arms drills and the defence of fortified towns, while the hazards of history as well as death are landmarks. The national feeling finds its expression through the Hellenistic claim, as an opposition to the Ottoman enemy and to all invaders. The enemy is insulted for all suffering inflicted. Every social link works towards the fight; objects are used as symbolic supports for it, while virtues are the strengths that support it. A geography of the songs allows one to say that nearby events are those invested with the highest national affective load. The songs fulfilled the mission of circulating the national feeling within a revolted society deprived of any written tradition
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Spjut, Lina. "Den envise bonden och Nordens fransmän : svensk och finsk etnicitet samt nationell historieskrivning i svenska och finlandssvenska läroböcker 1866-1939." Licentiate thesis, Institutionen för idé- och samhällsstudier, Umeå universitet, Umeå, Sweden, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-52132.
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Sweden and Finland were one country for more than 600 years and there are many remaining links between the two countries. Throughout the period, but even today there are Swedish and Finnish populations on both sides of the Gulf of Bothnia. When Russia conquered the Finnish part of the country in 1809, the state and its population were separated and the situations for the language groups changed and developed differently in Sweden and Finland. During the period studied in this thesis, 1866-1939, a new type of nation emerged in Europe, based on versions of nationalism constructed on ethnicity and language. Elementary schools played an important role in this nation building, spreading the mother language and the nation’s history. Elementary school textbooks were designed in relation to nation building, language and ethnic identification. The thesis compares how Swedish and Finland-Swedish textbooks describe ethnicity and common history in Sweden and Finland in a period of nationalism. The main aim of the thesis is to compare how two textbooks-traditions describes their Swedish and Finnish populations and if, or how, the textbook history is to be seen as related to these descriptions. The textbooks examined were written for elementary schools from 1866-1939 to be used in the teaching of history and geography. The research question focuses on descriptions of Swedes and Finns and whether it is possible to see differences in the nation’s historiography. Patterns of reproduction or transformation are also analysed in the textbooks. In the study 105 textbooks were examined and the quotations from the textbooks connected to the aim are sorted and analysed using Critical Discourse Analysis. The results show that Finns are rendered invisible in Swedish history textbooks. The geography textbooks describe Swedes as cultural and civilised with a peace-loving national character, while Finns are described as uncultured, peripheral and stubborn. This pattern is similar in Swedish and Finland-Swedish geography textbooks. At the beginning of the study it is a positive stubbornness, portrayed as brave and truthful to Sweden. Later on, the stubborn Finn is described negatively as old-fashioned and clinging to old habits. The Swede´s are described as more flexible through time; they have refined their national character and developed cultivation and democracy. The historiography differs in what is described, and how. One example is that the Finns´ contribution to the common country is quite hard to find in the textbooks. Swedish textbooks also seem to want to steal the honour from any Finnish success by placing Swedish ethnicity before Finnish national identity in cases where Swedish-speaking Finns have done great things. These types of descriptions are both reproduced and transformed as the actual relations between Finland and Sweden change and it is obvious that textbook history does not tell about the past but rather the story that the present wants to propagate.
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Schmitz, Norbert. "Alfred Stern (1846-1936) : ein europäischer Historiker gegen den Strom der nationalen Geschichtsschreibung /." Hannover : Wehrhahn, 2009. http://d-nb.info/997512504/04.
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Mader, Marie-Louise. "Slöjda för historien? - Levandegöra historieundervisningen." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33129.
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Syftet med mitt arbete är att undersöka vad slöjdlärare och lärare som undervisar i historia på grundskolan, skolår 3-6, anser om samarbete mellan det teoretiska ämnet historia och det praktiska ämnet slöjd. Undersökningen svarar på frågorna: Kan grundskolans historie- och slöjdlärare samarbeta för att levandegöra historieämnet? Hur skulle ett gränsöverskridande arbete mellan historia och slöjd med syfte att levandegöra historien se ut? Om det finns, hur ser det ut? Genom kvalitativa intervjuer samt en enkel enkät till textillärarlistan, ett forum för textillärare, har jag fått svar på vilka möjligheter och hinder som uppstår eller kan uppstå för att samarbete mellan historia och slöjd ska komma till, men undersökningen ger även en bild över hur det ser ut med samarbete i stort. Olika erfarenheter eller brist på erfarenheter ger också en bild om hur det ser ut på olika skolor, vilket överensstämmer med den nationella utredning som gjorts 2003. Jag har använt mig av litteratur, avhandlingar och styrdokument som handlar om historieämnet, slöjdämnet, olika samarbeten, temaarbeten och annat som va-rit relevant för min undersökning. Många pedagoger vittnar om bra idéer och om både små och stora projekt som förekommit som engångsföreteelser, utan att bidra till uppföljning eller praxis som arbetsmetod eller förmedling på de olika skolorna. Slöjdlärare förmedlar olika tekniker och hantverk med historisk bakgrund utan att belysa det historiska perspektivet. Sammanfattningsvis saknas det, på de undersökta grundskolorna, en medveten drivkraft att levandegöra historien. Intresse, tid, ekonomi, schemaläggning, brist på planering och direktiv från skolledningen ses som de största hindren både för samarbete över gränserna och i arbetet att levandegöra historien. Litteraturen ger exempel på samarbete mellan skola och museivärl-den som ett led i att levandegöra historien. Stora, dyra projekt, inte alltid realistiska för varje skola, men dock en inspiration till levande historieundervisning i klassrummet.
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D'Auria, M. "Narrating France : historians and the making of French national past 1715-1830." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/1358179/.
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The purpose of this thesis is to analyse the rise of nationalist narratives in France between the late seventeenth century and the 1830 revolution. It does so by adopting the enthnosymbolist approach and focusing on the role of historians in reshaping memories, symbols, and values of social groups in their claim of ‘representing’ the nation. Starting from a study of the royalist cult and its national narrative, it shows how historians identified the history of France with the king’s immortal body. Out of the royalist cult, and in opposition to it, stemmed discursive groups contesting the king’s identification with the nation. The thesis focuses on two of such groups. Considering these to be what Anthony D. Smith calls ‘ethnies’, it shows how historian reshaped their past on the claim that it presented the true history of France. The thesis also highlights, through the debates surrounding ‘race’, ‘national character’ and ‘class’, how these, rather than being abstract political concepts, where actually discourses about ‘identities’, laden with emotional meaning. Relating, in debates of the time, major and lesser known authors, the thesis analyses the ideas of three major historians of the period, Boulainvilliers, Montesquieu and Augustin Thierry, all of whom had a fundamental role in shaping ‘race’, ‘national character’ and ‘class’ and, moreover, had a fundamental role in the debate on the origins of the French nation.
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Åström, Elmersjö Henrik. "Norden, nationen och historien : Perspektiv på föreningarna Nordens historieläroboksrevision 1919-1972." Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-66130.
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This dissertation investigates the negotiation of history within the history textbook revision conducted by the Norden Associations between 1919 and 1972. The thesis combines an examination of the discussions surrounding the revision with an understanding of the organization of the revision process to study the negotiations between representatives of different historical cultures and the conditions within these historical cultures. At the end of World War I, the teaching of history was challenged by internationalists and schoolteachers as a chauvinistic and warmongering subject. The war was a catalyst for the emergence of history textbook revisions in general, and in the Nordic countries the war also became a catalyst for efforts to promote Nordic understanding and cooperation. These two outcomes of the war experience merged in the Norden Associations’ history textbook revision. The revision was promoted as both an effort to reach an agreement on a common Nordic history and an effort to present to the international community a peaceful corner of the world. The theoretical framework of this dissertation draws on the concept of the nation as an imagined community and sees national historical cultures as being reflective of the community at that time and place. The discussions of historical events in the thesis are treated as motifs of a national myth, and they are scrutinized as part of the cognitive, political, and aesthetic dimensions of historical culture. The organizational features of the revision are studied through a network analysis of the organizational field. Prior to World War II, involvement in the revision was reserved almost exclusively for historians. From the end of the 1950s, however, the initiative shifted towards teachers and teacher trainers. This dissertation shows that the revision was organized with an emphasis on national boundaries even though the revision itself was an effort to transcend these boundaries. The results of this thesis show that the history within the revision was such an integral part of national identity that it was almost impossible to reach any understanding of a common Nordic history. Most motifs, such as the nation’s founding, liberation, golden age, and decline, within the individual national myths had very little common ground and they often contradicted each other. The debates in regards to historical events were also highly political. The historians involved in the revision process could not see past their own national context and were not able to approach the subject from a purely methodological or scientific stance. Pedagogical issues in the textbooks were almost completely ignored. In conclusion, the history textbook revision conducted by the Norden Associations should probably be seen as a defense of nationalistic hegemony in the understanding of history and cultural identity instead of as a challenge to that hegemony. In addition, the decline in impact of the textbook revision in the 1960s can be explained as a result of this nationalistic identity giving way to the prosperity of a new hegemony that was more liberal, Eurocentric, and global.Historia utan gräns: Den internationella historieboksrevisionen 1919-2009
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Mastri, Jennifer M. "The evolution of the National Register of Historic Places property listings in Pennsylvania and Indiana." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1366293.
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This study has presented a comprehensive overview of the properties listed on the National Register of Historic Places from Pennsylvania and Indiana. The project systematically examines what types of properties are listed on the National Register from each state. The evidence, which was compiled into an electronic database, suggests that property listings did not follow larger social trends. However, the evidence did show that certain events, such as federal legislation and federal tax credits, led to a larger number of properties to be listed at certain times. The research also proved that the State Historic Preservation Offices of Pennsylvania and Indiana have many similarities in the way properties are nominated.Department of Architecture
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Choueiri, Y. M. "Arab historians and the rise of the nation-state." Thesis, University of Cambridge, 1986. https://www.repository.cam.ac.uk/handle/1810/273108.
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Ordoñez, Manco Gabriel Ignacio. "La historieta y la identidad Nacional en Jóvenes de Secundaria del distrito de Puente Piedra." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2019. http://hdl.handle.net/10757/652918.
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El presente artículo de investigación busca reconocer la problemática actual de la falta de identidad nacional en jóvenes de educación secundaria de zonas específicas de Lima a causa de la falta de una apropiada educación en los centros educativos, así como la falta de integración social en la escuela.
El objetivo de la investigación realizada consiste en contribuir a la formación de la identidad nacional en los jóvenes mediante el uso del diseño gráfico, por medio de la historia del Perú y la historieta. Brindando una alternativa que capte la atención e interese a los alumnos.
Se ha optado por la metodología de investigación experimental, ya que se realizará un estudio con variables experimentales en un entorno fijo. El nivel de investigación es el experimental y el enfoque elegido es el mixto pues se realizarán métodos cuantitativos como cualitativos.
De esta Manera se plantea como posible solución el uso de la historieta como un medio generador y proveedor de identidad nacional en las escuelas secundarias. Una solución que se plantea en base a los resultados que se han obtenido durante la investigación del problema y sus orígenes.
En Conclusión, la respuesta de los jóvenes a la propuesta fue positiva y los resultados de los test realizados resultó en un 60% de acierto por lo que se puede validar la hipótesis planteada.The present research article seeks to recognize the current problem of the lack of national identity in young people in the education of the specific areas of Lima, cause of the lack of an adequate education in the educational centers, as well as the lack of social integration in the school. The objective of the research is to contribute to the formation of national identity in young people through the use of graphic design, through the history of Peru and the comic strip. Providing an alternative that captures the attention and interests of students. The chosen methodology has been the experimental research, a study has been developed with experimental variables in a fixed environment. The level of research is experimental, and the chosen approach is mixing to perform quantitative and qualitative methods. In this way, the possible use of the comic strip as a generator and provider of national identity in high schools is presented as a possible solution. A solution that is based on the results obtained during the investigation of the problem and its origins. As Conclusion, the response of the young people to the proposal was positive and the results of the tests were 60% correct, so the hypothesis could be validated.
Trabajo de investigación
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Rodgers, Mary Ellen. "The viewpoints of residential property owners in National Register historic districts in Oregon /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p1415174.
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Maritz, Loraine. "Afrikanervroue se politieke betrokkenheid in historiese perspektief met spesiale verwysing na die Women's National Coalition van 1991 tot 1994 /." Link to the online version, 2004. http://hdl.handle.net/10019.1/1188.
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Pepa, Kristiana. "Ett delegerat uppdrag från Skolverket : En kvalitativ intervjustudie om konstruktionen av de nationella proven i historia." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53394.
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The following study examines the construction of the national tests in history. The study has analyzed the work processes of the construction of the test at different moments, such as design, conduct and evaluation, from the perspective of the test designers and the test manager at the National Agency for Education. The purpose is to see how the test designers’ previous experiences are reflected in the work process with national test and what problems, challenges and limitations they have in their work. The study is based on qualitative interviews and has used the validity theory as an analytical framework. The results show, among other things, that the work process of the national tests begins with the group interpreting the curriculum for history. The interpretation is written down in the so-called construct which is sent to the National Agency for Education for further review. The test designers performed various evaluations of the tests throughout the whole work process. The National Agency for Education conducted a large survey after completing tests that the teachers answer. The results also show different limitations, problems, and challenges of the test design. The framework of the test limits for example the design; what the test should look like, pictures and question construction, it systematizes the test. The processes of the conduction of the test in schools is also completely controlled by the National Agency for Education and the test does not necessarily reflect the teaching that is conducted in the classroom. Another problem is that communication with the active teachers is rather one-sided. Challenges that the test designers face includes setting grade requirements and stable results.
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Ahonen, Olivia. "Development of National Identity : The Kalevala and the Finnish." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80831.
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Forming an identity or a national identity is a long process every country in the world has gone through. The purpose of this research paper is to investigate how the Finnish identity has been portrayed in media between the years 1836-1893. The aim is to uncover how the Finnish epic, the Kalevala has influenced the creation of a Finnish national identity, which will be done through discourse analysis of five newspaper articles published over a timespan of about 60 years. The results showed that there were some changes over time in how the Finnish are portrayed in relation to the Kalevala. However, this difference was not applicable to all the studied categories. In conclusion, identity is something individual and through the individuality a common identity could be formed in Finland in the 1800s.
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Steinman, Eva Melinda. "Harry S. Truman National Historic Landmark District: a neighborhood case study." Kansas State University, 2012. http://hdl.handle.net/2097/14142.
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Master of Regional and Community PlanningDepartment of Landscape Architecture/Regional and Community Planning
Huston Gibson
In 2011, the United States Secretary of the Interior approved a proposal for expansion of the Harry S. Truman National Historic Landmark District in Independence, Missouri. The expansion of the historic district and the subsequent press resulting from the expansion was the inspiration for this report. The topic area of this report is historic preservation. Historic districts come with increased rules and regulations that can be seen as limiting a resident’s use of the properties within these districts. This report is concerned with the actual condition within a historic district with a central hypothesis that historic districts do have a positive association with property condition. In order to answer the research question, a multiple-case replication explanatory case study was performed using the original landmark district boundaries and two comparable nearby neighborhoods outside of the historic landmark district. The case study utilized secondary sources and in-field observations to analyze seven researchable factors about the parcels within the study areas. These factors were compared and contrasted during the cross case analysis. To further the understanding of the study area, a detailed profile of the City of Independence, Missouri, was produced. This profile looked at the historical development of the city, as well as economic and demographic statistics. The theoretical framework behind historic districts was also analyzed for this report. It is beneficial to look at this question in order to evaluate the potential implementation of a historic district that a planner may face in their municipality such as whether historic preservation regulations should be maintained, expanded, or eliminated or a historic district should be put in place. The report ends with a conclusionary chapter including recommendations, lessons for planning professionals, and ideas for further research.
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Taylor, Christopher James Carleton University Dissertation History. "National historic parks and sites, 1880-1951; the biography of a federal cultural program." Ottawa, 1986.
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Börjegren, Per. "Vilka var vi som grävde guld i USA? : Om banal nationalism under fotbolls-VM 1994." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45420.
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Uppsatsens syfte har varit att studera uttryck för banal nationalism i svenska dagstidningar under världsmästerskapen i fotboll för herrar i USA 1994. Dels för att vidga begreppet nationalism, dels bidra med exempel på hur den kan synliggöras i vardagliga sammanhang och därigenom riskerar reproducera nationella föreställningar. Uppsatsens teoretiska ramverk har varit Michael Billigs diskursteori banal nationalism med understöd av Marianne Winther Jørgensens och Louise Phillips begreppsmetaforer för nationella diskurser. För att kunna genomföra en fördjupad analys har uppsatsen haft kompletterande forskningsfrågor om hur Sveriges spelare och tränare samt hur Sveriges motståndarspelare och motståndartränare framställs i materialet. Empirin har bestått utav 157 publiceringar inklusive tidningarnas omslag fördelat över 26 utgåvor av Aftonbladet (9), Expressen (9) samt Dagens Nyheter (8). Analysen visar att banal nationalism i hög utsträckning, på ett till synes omedvetet sätt, varit del i utgåvornas publiceringar kring världsmästerskapen. De uttryck för banal nationalism som förekommer kan ses som försök till att skapa engagemang och intresse hos läsare, men dessa språkliga val bidrar likväl till att producera och reproducera en närmast självklar nationell gemenskap. Därtill är skildringar av Sveriges spelare och tränare likartad mellan tidningar och utgåvor, samt står i kontrast till skildringar av motståndare. De förstnämnda ges egenskaper såsom ödmjuka och lojala, kloka och beslutsamma. Motståndare porträtteras inte sällan som irrationella och oberäkneliga. Styrdokument och historiedidaktisk forskning föreskriver att en elevcentrerad undervisning bör bedrivas, vilket ställer krav på historielärare att vara förtrogen med begrepp som nationalism. Uppsatsen visar att nationella föreställningar på ett oreflekterat sätt kan produceras och reproduceras i till synes vardagliga sammanhang. Resultatet kan således anses bidra med ett angeläget perspektiv för blivande historielärare att reflektera över.The purpose of this essay has been to study expressions of banal nationalism in Swedish media during the World Cup in the United States 1994. It is meant to expand the knowledge of nationalism in day-to-day life, and how nationalistic ideas might be reproduced and reinforced. The theoretic framework of this essay relies on Michael Billigs discourse theory of banal nationalism, supplemented by Marianne Winther Jørgensens and Louise Phillips theories on metaphors in relation to national discourse. The investigated material consists of 157 different kinds of publications including first pages spread over 26 issues of Aftonbladet (9), Expressen (9) and Dagens Nyheter (8). The analysis shows that banal nationalism is prominent in the issue’s printed materials during the World Cup. The portrayals of Swedish’s players and coach are similar between newspapers and issues and stand in stark contrast to portrayals of the opponents. First mentioned are characterized as humble, loyal, wise and determined. Opponents are often characterized as unpredictable and inconstant. These expressions can be seen as attempts to create engagement and involvement, but nevertheless they´re also a part of producing and reproducing an almost self-explanatory national community. Ruling school documents and history didactic research shows that student-centered learning is preferrable, which demands a history teacher who is confidant with terms like nationalism. This essay shows that national conceptions can be produced and reproduced in ordinary life situations, in a seemingly unreflected way. The results can therefore be considered a meaningful perspective for soon-to-be history teachers to reflect upon.
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Maritz, Loraine. "Afrikanervroue se politieke betrokkenheid in historiese perspektief met spesiale verwysing na die Women’s National Coalition van 1991 tot 1994." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/1188.
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Thesis (DPhil (History)—University of Stellenbosch, 2004.Toe die onderhandeling vir ‘n nuwe demokratiese bestel in Suid-Afrika na 1990 begin is, het dit ‘n tydperk ingelei waar talle kwessies oor menseregte na vore gekom het. Ook vroue het die geleentheid aangegryp om vrouesake en gender-verhoudings op die nasionale agenda te plaas in ‘n poging om die onregverdighede van die verlede aan te spreek. Die Women’s National Coalition (WNC) is in 1992 amptelik gestig uit vrees dat vroue van die belangrike politieke prosesse wat die toekoms van Suid-Afrika sou bepaal, uitgesluit sou word. Die doelwitte van die WNC was om inligting oor vroue se behoeftes en aspirasies in te samel en dit in ‘n Vrouehandves saam te vat wat uiteindelik ‘n integrale deel van die nuwe grondwet van Suid-Afrika sou word. Die WNC was ‘n inisiatief van die African National Congress Women’s League (ANCWL). Die swart vrou in Suid-Afrika se onderdrukking was drieledig: sy was onderdruk as vrou, deur patriargie en deur apartheid. Sy het polities aktief geraak toe haar familiestrukture bedreig is en het teen paswette, swak behuising, en uitsetttingsaksies van die regering, geprotesteer. Tydens die 1980’s het swart vroue wat aan die noodtoestand blootgestel is, se politieke betrokkenheid verander en sy het ‘n rewolusionêre vryheidsvegter geword. In die buiteland het die swart vrou wat in die bevrydingstryd betrokke was geleidelik erkenning in die ANC gekry. Hierdie vroue was ná 1990 gedetermineerd dat hul verwagtinge vir totale gelykberegtiging in die demokratiese Suid-Afrika sal realiseer. In hierdie proefskrif val die soeklig veral op die Afrikanervrou en -vroueorganisasies wat by die WNC aangesluit het. As Afrikanernasionalis was haar politieke betrokkenheid in die verloop van die geskiedenis marginaal. Met geïsoleerde aktivistiese optrede soos die vroue-optogte van 1915 en 1940, asook die militantheid van die vakbondvroue, het Afrikanervroue hoofsaaklik die veilige ruimte van die liefdadigheidsterrein gebruik om hul politieke voorkeure uit te leef. Afrikanervroue se betrokkenheid in die stemregbeweging was op aandrang van die mans en by insinuasie ook die optogte van 1915 en 1940. Met die magsoorname van die Nasionale Party het die Afrikanervrou polities onbetrokke geraak. Haar funksie was hoofsaaklik die van moeder en vrou en ondersteunend van die heersende ideologie. Met die aftakeling van apartheid is talle tradisionele Afrikanersimbole bevraagteken. Meer as 40% van die Afrikaner het by die meer regse partye aangesluit. Hierdie gebeure het die Afrikanervrou aan die begin van die 1990’s sonder ‘n spesifieke identiteit gelaat. Met die onderhandelings vir die toekomstige demokratiese bestel ‘n werklikheid, was die Afrikanervrou in ‘n onbenydenswaardige identiteitskrisis gedompel. Sy wou apolities bly, maar is deur Afrikanerintelligentsia en politici aangesê om die politieke wêreld te betree. Aan die anderkant wou Afrikanerkultuurorganisasies die Afrikanerkultuur inklusief beveilig. Die Afrikanervroue het moeilik by die WNC aangepas. Daar was talle praktiese probleme, maar dit was veral haar gebrek aan politieke vernuf, en die vyandigheid van swart vroue wat die vergaderings van die WNC domineer het, wat haar betrokkenheid in die wiele gery het. Die gedagte het ook by feitlik al die Afrikanervroue ontstaan dat die WNC ‘n politieke rookskerm was vir die ANC om sy magsbasis te versterk. Die spanninge van die Veelparty-onderhandelinge het ook na die WNC oorgespoel en vertragings en opskorting van lidmaatskap tot gevolg gehad. Daar was Afrikanervroue wat hul belewenis van die WNC as volkome positief ervaar het, wat dit as geleentheid gesien het om by vrouebemagtiging en politieke onderhandelinge betrokke te raak. Die meerderheid van vroue wat by hierdie ondersoek betrek is, was egter onseker en het die negatiewe aspekte van hul belewenis hulle die ondervinding laat bevraagteken. Daar was selfs vroue wat slegs die vyandigheid onthou het. Uiteindelik het Afrikanervrou nie heeltmal aangepas by die WNC nie en was ook nie werklik betrokke nie.
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Corcy-Debray, Stéphanie. "Le ministère Carcopino (24 février 1941-18 avril 1942) : un historien au service de la Révolution nationale ?" Versailles-St Quentin en Yvelines, 1999. http://www.theses.fr/1998VERS1009.
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@Jérôme Carcopino se rallie immédiatement a l'Armistice et au gouvernement du maréchal Pétain, dont il obtient la direction de l'ENS puis le rectorat de paris, clés de son accession au ministère en février 1941. A l'apogée de sa carrière et de sa renommée scientifique, il apporte une crédibilité technicienne au ministère. Subordonnant la grandeur de la France a son prestige intellectuel et la survie de l'université à sa survie ministérielle, il choisit de remettre l'université en marche coûte que coûte, appliquant la politique de collaboration d'état. Sa perception des rapports de force avec l'occupant est faussée par sa conception de l'histoire et son expérience d'ancien combattant. Ministre maréchaliste et anticollaborationniste, il affirme son autorité en appliquant rigoureusement les lois d'exclusion. Sa reforme de 1941 s'inspire des idées de l'éducation nouvelle revues par l'Ecole des Roches, une institution qu'il connaît bien. Sans grande innovation pédagogique, sa reforme doit dégager une élite intellectuelle formée aux humanités classiques, en utilisant deux cribles : la suppression de la gratuite du secondaire et la sélection par le latin. Homme politique habile, plutôt qu'idéologue, il sait ménager les susceptibilités et met fin a la querelle lai͏̈que. Individualiste mais homme de réseau, il appartient à la lignée des universitaires républicains et dreyfusards, et des historiens de l'antiquité convaincus que le sacrifice des libertés politiques à Rome était nécessaire pour que l'empire atteigne son apogéeJerome carcopino immediately sided with the armistice and the petain's government, from whom he was trusted the leadership of the ens, and then the education offices in paris, whide would allow him to accede to the ministry in february 1941. At the climax of his carreer and his scientific fame, he was considered reliable upon his technical at the ministry. He chose to start up the university applying the principle of state collaboration, giving greater importance to the intellectual prestige of his country and to the ministry and university survival. His vision of the chaotic relationship with the occupying was perverted by his notion upon history and his experience as war veteran. Minister in petain's government and anticollaborationnist, he reinforced his power by putting into practise his state collaboration policy of exclusion. His 1941 reform was inspired by the new education as teen by the ecole des roches, an institution he knew very well. His reform, which contained no real efficient educational innovation, should bring out an intellectual elite, trained to classical humanities, using two riddles : suppressing the free educational system (secondary schools) and selecting through latin. A skilled, rather than ideological politician, he knew how to spare sensitivenesser and put an end to the non-religious quarred. He was individualist but knew how to build a relationship web. He belonged to the tradition of the pro-dreyfus and republican academics, and the historians of the antiquity period, who were persuaded that it was necessary to sacrify the political freedoms in rome for the roman empire to reach its climax
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Markar, Nazreena Imran. "Sisters to Scheherazade : revisioned histories of gender and nation in postcolonial African and Asian women's literature." Thesis, Queen Mary, University of London, 2005. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1753.
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Traversing geographical boundaries and cultural locations, and using a comparative, crosscultural framework, this thesis examines and critiques a selected range of women's writings from postcolonial Africa and Asia. It foregrounds the works of Assia Djebar, Mariama Ba, Ama Ata Aidoo, Nayantara Sahgal and Attia Hosain and outlines the processes through which women writers decentre imperialist, patriarchal underpinnings of the grand recit, defy conventions of autobiographical practice, make sense of a feminized past and revision a different collective personal history that has emancipatory potential for women and other oppressed groups. Referring to Eurocentric "male-stream" histories that have systematically thrust women to the margins, the study illustrates through a variety of literary texts and genres the complex ways in which past histories have obliterated women's presence and voiceconsciousness. While appraising diverse textual strategies of narratives, it discusses the "fictional" nature of historical work and the underlying ideologies framing supposedly "truthful" archival records; the ambivalent role of the historian; the gaps and fissures in historical memory; and the significance of history as a palimpsest. By excavating subsumed histories and "spectres" of the past, the study assesses the way specific texts reconstruct totalizing masculinist chronicles and counterpoise them with alternative feminine inscriptions that are multi-layered and polyphonic, and sometimes also fragmented, "silent" and inconclusive. Additionally, the thesis demonstrates how the process of overwriting the palimpsest has situated women in pivotal positions to articulate issues relevant to a dialogue between gender and nation/atism. The strategic role women have undertaken in decolonization processes worldwide, the ambivalent attitude of male nationalists to women's concerns after independence, and the multiple dilemmas confronting women in a globalized neoimperial world scenario are central to this discussion. Here, the thesis also probes the implications of veiling for Muslim women of contemporary times, sex-segregation based on an antiquated ideology of purdah, women's (limited) access to public space, and the question of agency and women's voice-consciousness. The study highlights current global conditions (such as modern migrations and economic transnationalism) and multiple categories of race, class, gender and ethnicity that intersect in complex ways to represent the Otherized identities of women.
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Rollet, Jacques-Hubert. "Henri Rollet : historien de l’Action catholique et chrétien engagé." Electronic Thesis or Diss., Paris 4, 2016. http://www.theses.fr/2016PA040047.
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Étudiant en histoire à La Sorbonne, Henri Rollet (1917-2003) découvre l’action sociale de l’Église, grâce à Mgr Chaptal, évêque auxiliaire de Paris. Sa responsabilité de « patron » dans l’industrie ne l’empêche pas, en 1948, de soutenir une thèse de doctorat qui retrace l’action sociale des catholiques en France (1871-1901). Dès l’année suivante, il est nommé président du Secrétariat Social de Paris. Plus tard il deviendra président national, puis international de l’action catholique des hommes, auditeur laïc au Concile Vatican II, et ensuite président de l’Institut Catholique de Paris. Pendant cette période, il écrit plusieurs ouvrages souvent historiques sur le rôle des catholiques sociaux, rédige beaucoup d’articles, donne de très nombreuses conférences. C’est essentiellement à partir des informations et commentaires donnés par la presse sur ses livres, articles, et conférences, que l’on peut découvrir le comportement, les opinions, et les prises de position de ce laïc engagé. Comment, au cours de cette deuxième partie du XX° siècle, a-t-il conçu et exercé sa mission de laïc engagé ? Comment a-t-il porté témoignage de sa foi, en France, mais également dans d’autres pays ? Comment a-t-il milité pour donner au laïc un rôle plus important au sein de l’Église ? Comme on le verra, un certain nombre de sujets énoncés il y a cinquante ans, sont encore d’actualité ! À partir des documents retrouvés, ce travail tente de répondre à ces questions, en montrant toute l’importance et l’actualité de la Doctrine Sociale de l’ÉgliseWhile studying history at the Sorbonne, Henri Rollet (1917-2003) discovered the Church’s social teaching through Emmanuel Chaptal, an auxiliary bishop of Paris. Though he was an industry manager, he nevertheless submitted a doctoral thesis in 1948 on how Catholics had engaged with French society between 1871 and 1901. The following year, he was appointed President of the Secrétariat Social de Paris. Later he would become national President and then international President of Catholic Action for men, a lay auditor at Vatican II, and then president of the Institut Catholique de Paris. During this period he wrote several works on the role of socially engaged Catholics, mostly of a historical kind, as well as many articles; and he gave numerous conferences. It is essentially though press reports and commentaries on his books, articles and talks that one can discover who this committed lay person was: his attitudes, his opinions, the stands he took. How did this committed lay person conceive and carry out his mission in the second half of the 20th century? How did he bear witness to his faith, not only in France but also in other countries? How did he struggle to give the lay person a more significant role within the Church? As will be seen, a number of topics worked through fifty years ago are still all too relevant. Drawing on newly discovered documents, this study attempts to answer these questions, while bringing out the full importance and relevance of Catholic Social Teaching
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Lefort, Nicolas. "Patrimoine régional, administration nationale : la conservation des monuments historiques en Alsace de 1914 à 1964." Phd thesis, Université de Strasbourg, 2013. http://tel.archives-ouvertes.fr/tel-01037903.
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De 1914 à 1964, la conservation des monuments historiques d'Alsace est progressivement soumise à la législation et à la pratique administrative françaises. Cependant, les institutions introduites dans le Reichsland d'Alsace-Lorraine avant 1914 sont maintenues en vigueur après 1918 et certaines d'entre-elles sont même étendues aux départements " de l'Intérieur ". Après la centralisation des services d'Alsace et Lorraine en 1925, les monuments historique d'Alsace sont soumis à la même pénurie budgétaire que ceux des autres départements français. Le maintien en Alsace du régime des cultes concordataires permet toutefois aux édifices cultuels protégés au titre des monuments historiques de bénéficier de l'apport du budget des Cultes. En outre, les départements du Bas-Rhin et du Haut-Rhin prennent le relai de l'ancien Land d'Alsace-Lorraine pour subvenir à l'entretien des monuments historiques. La conservation des monuments historiques d'Alsace constitue un véritable enjeu national : le nombre d'édifices protégés ne cesse d'augmenter, les souvenirs et vestiges des deux guerres mondiales et les monuments d'architecture française sont particulièrement mis en valeur, alors que les monuments qui avaient été restaurés par des architectes allemands avant 1914 sont souvent " dérestaurés ". Le champ des protections s'élargit progressivement aux sites pittoresques, aux abords des monuments et aux centres anciens. Enfin, la connaissance du patrimoine alsacien progresse grâce à la réalisation de nouveaux inventaires.
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Martin-Williams, Susan. "National Heritage Areas developing and specifying a model of interorganizational domain development and exploring the role of the National Park Service as a federal partner /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5356.
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Thesis (Ph. D.)--West Virginia University, 2007.Title from document title page. Document formatted into pages; contains vi, 127 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 112-120).
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Schmitz, Norbert. "Alfred Stern (1846 - 1936) ; ein europäischer Historiker gegen den Strom der nationalen Geschichtsschreibung." Hannover Wehrhahn, 2008. http://d-nb.info/997512504/04.
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Cassell, Susanna D. "Historic site marker identity program for the National Register of Historic Places of Rochester, New York /." Online version of thesis, 1989. http://hdl.handle.net/1850/11511.
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Raymond-Dufour, Maxime. "L’Universel et le national. Une étude des consciences historiques au Canada français de la première moitié du XIXe siècle." Thesis, Paris 4, 2017. http://www.theses.fr/2017PA040040.
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Cette thèse s’intéresse à l’évolution du rapport à l’histoire et de la conscience historique dans la société canadienne de la première moitié du XIXe siècle et propose une analyse métahistorique de deux principaux corpus de sources : le matériel pédagogique employé dans les collèges classiques, ainsi que les ouvrages historiographiques et politiques marquants pour l’élite canadienne, des réflexions du politicien Denis-Benjamin Viger au Rapport Durham et aux écrits de William Smith, Michel Bibaud et de François-Xavier Garneau. En analysant ces sources à la lumière d’un outillage théorique issu de l’historiographie de la représentation du temps, je propose une relecture de la constitution d’une conscience historique nationale au Canada français. Je démontre que la « nationalisation » de l’histoire est un phénomène graduel qui s’est échelonné sur l’ensemble des trois premiers quarts du XIXe siècle. Si l’histoire nationale a mis du temps à s’imposer, c’est parce que la conscience historique du monde intellectuel canadien au tournant du XIXe siècle était modelée sur les principes philosophiques universalistes de l’humanisme et du christianisme. Loin d’être spécifique aux Canadiens, cette mutation de la représentation de l’histoire s’insère dans un large mouvement occidental qui a été abondamment observé et commenté par l’historiographie. Enchevêtrées dans une histoire commune avec la « disciplinarisation » de l’histoire, la catégorisation des peuples et leur projection dans le temps n’est ni une évidence ni une nécessité, mais plutôt le produit d’une évolution culturelle partagée à travers le monde atlantiqueIn this thesis, I discuss the evolution of time experience and historical consciousness in Canadian society of the first half of the nineteenth century and propose a metahistorical analysis of two main corpora of documents : the educational material used in classical colleges, and a number of significant historiographical and political publications for the Canadian intellectual elite, from Denis-Benjamin Viger’s reflections to the Durham Report and to the writings of William Smith, Michel Bibaud and François-Xavier Garneau.By analyzing these historical documents with the use of conceptual tools inspired by the time representation historiography, I suggest a reinterpretation of the advent of a national historical consciousness in French Canada. I demonstrate that the “nationalization” of the past is a gradual phenomenon that spawned over the first three quarters of the nineteenth century. If national history was not prominent around 1800, it is because Canadian intellectuals interpreted the past with the theological principles of Christianity and the universalist philosophy of intellectual humanism. Unspecific to Canadians, this historical representation evolution was observed and commented upon by a rich occidental historiography. Entangled with the disciplinarization of history as a historical phenomenon, the categorization of the Nation and its projection in the past is neither a certainty, nor a necessity, but rather the product of a cultural evolution shared in the Atlantic World
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Janužytė, Audronė. "Historians as nation state-builders the formation of Lithuanian University 1904 - 1922." Tampere University of Tampere, 2005. http://acta.uta.fi/pdf/951-44-6313-7.pdf.
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Örtengren, Åsa. "Att skapa ett program : Richard Berghs Nordisk sommarkväll (1899-1900) genom historien." Thesis, Södertörn University College, The School of Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-525.
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Nordic Summer Evening is a theoretical painting, today an important icon of Nordic art from the turn of the century. The purpose of this essay is to analyse the painting, and to investigate and identify its declaration of program, and in a wider context, the emergence of a program of the nationalistic art at the turn of the last century. The essay also investigates how the painting has become more popular throughout the century, and why Americans tend to see the painting as an exposé over a quarrel, filled with sexual tension, while Swedes tend to make a point out of the harmony and stillness of the painting.
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BROZEK, MICHELE A. "LOCAL VERSUS NATIONAL HISTORIC DISTRICT DESIGNATION: THE EFFECT OF PRESERVATION POLICY ON TWO HISTORIC DISTRICTS IN COVINGTON, KENTUCKY." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085680552.
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Cagle, Amanda. "Sacred sites and the modern national identity of Ireland /." Read thesis online, 2007. http://library.uco.edu/UCOthesis/CagleA2007.pdf.
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Carpentier-Vanhaverbeke, Valérie. "Le vie des monuments de l'Etat : histoire de la Caisse nationale des monuments historiques (1912-1978)." Paris, EPHE, 2014. http://www.theses.fr/2014EPHE4005.
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La Caisse nationale des monuments historiques, rebaptisée Centre des monuments nationaux au seuil du XXIe siècle, fut créée en 1914 dans le climat de crise qui, pour le service des Monuments historiques, a suivi la séparation des églises et de l’État. Elle devait apporter compléments de ressources et souplesse budgétaire grâce à la formule en vogue de l���établissement public, et a connu de multiples transformations au fil des décennies. Imaginée à l’origine pour recevoir dons, legs, et ressources fiscales, la Caisse a finalement été alimentée par les droits d’entrée instaurés dans les monuments historiques après la guerre, et à partir de la fin des années 1920, par le développement d’une activité commerciale. Banquière discrète de la direction des Beaux-Arts durant l’Entre-deux-guerres, la Caisse s’empare peu à peu des enjeux du développement touristique des monuments historiques, timidement dans les années 1930, et plus nettement à partir de Vichy puis des années 1950. Après la création du ministère des Affaires culturelles, une réforme importante fait de l’établissement public en 1965 un organisme d’exploitation des monuments historiques aux attributions élargies, cherchant à rendre la vie au patrimoine. La machine administrative se met en place progressivement, les rapports à la tutelle parfois tendus illustrent les enjeux nouveaux de l’action de la Caisse. L’étude de cette administration culturelle au long du XXe siècle porte sur les hommes, les procédures, les moyens, les résultats, dans une perspective d’histoire du patrimoineThe “Caisse nationale des monuments historiques”, renamed “Centre des monuments nationaux” at the beginning of the XXIth century, was created in 1914, in a period of crisis for the Department of Historic Buildings in France, after the separation of churches and state. It was created as a public body like many others institutions during the same period in order to provide more money with flexibility; and it was transformed many times during the following decades. First, the institution was supposed to receive donations, legacies, and money from taxes, but finally it mainly received entrance fees that began to be collected after the War in historic buildings, and since the end of the 1920s, incomes from commercial activities. It discreetly provided money for the Department of Arts between the wars, but since the 1930s, World War II, and the 1950s, the institution has become more important because of the development of cultural tourism. After the creation of the Ministry of Culture, an important reform occurred in 1965, and the institution became in charge of the exploitation and presentation of historic buildings, in order to give them a second life. The administration grew progressively, new challenges appeared, and the relationships between the institution and the Ministry became sometimes difficult. This study deals about people, procedures, means, and results, in order to build the story of a cultural administration
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Langebeek, Renske. "Les musées d'histoire naturelle de Leyde, Paris et Londres : analyse de l'évolution et du mode d'exposition des objets de musées d'histoire naturelle jusqu'aux premières années du XIXe siècle ; comparaison entre le "s' Rijks Museum van Natuurlijke Historie" de Leyde, le Museum national d'Histoire naturelle de Paris et le "British Museum" de Londres." Paris, Muséum national d'histoire naturelle, 2010. http://www.theses.fr/2010MNHN0013.
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La recherche analysera l’évolution et le mode d’exposition des objets de musées d’histoire naturelle du XIXe siècle jusqu’à la première décennie du XXe siècle, période où en dehors du Muséum national d’Histoire naturelle de Paris et le « British Museum » de Londres, le Musée national d’Histoire naturelle de Leyde prendra une place centrale. Le premier chapitre décrira la création des collections d’histoire naturelle en Hollande du XVIe siècle jusqu’à la création du musée d’histoire naturelle en 1820. Le deuxième chapitre portera sur la création des musées nationaux d’histoire naturelle et l’objectif est de savoir quels facteurs ont joué un rôle dans leur réalisation. Le troisième chapitre donnera une analyse du rôle du musée de Leyde face à l’université. Le quatrième chapitre visera à savoir quels points de vue ont été déterminants dans l’aménagement des musées d’histoire naturelle et comment l’évolution de ces buts a des retombées dans la pratique de la présentation des collectionsThis dissertation analyzes the evolution and the way of exposition in museums of natural history in the 19e century till the beginning of the 20e century. The analysis is based on the development of the « Muséum national d’Histoire naturelle » of Paris, the British Museum of London, and the national museum of natural history of Leiden. The first chapter describes the creation of natural history collections in Holland within the tradition of collecting from the 16e century till the creation of the National Museum of Natural History in 1820. The second chapter traces the creation of the three above mentioned museums. Here, the internal and external factors which played a role in their realization are investigated. The third chapter analyzes the role of the museum in Leiden in relation with the university. The fourth chapter describes the important ideas concerning the arrangement of museums of natural history and how these ideas affected the practice of presentation of the collections
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Alpert-Abrams, Hannah. "Historias Nacionales ... or, Nation, Narration, and the End of the World in the Works of Jorge Luis Borges." Oberlin College Honors Theses / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1411118539.
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Reid, Peter H. "The development of a national heritage policy for libraries and book collections of country houses." Thesis, Robert Gordon University, 1999. http://hdl.handle.net/10059/456.
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This work examines the country house libraries of Great Britain and Northern Ireland. Hitherto this is an area largely overlooked both in terms of librarianship and social history. The first part of the thesis examines the historical development of book collections within country houses. In addition to pure historical bibliography it also examines the two essentials behind their development, the people and the houses. The work goes on to focus on the current situation within the United Kingdom. By means of a near comprehensive survey of extant collections, the current picture is identified in terms of the types of material, the collectors, the condition of material, the methods of preservation and, significantly, the willingness of owners to concede access. All of these issues are fundamental components in the study and have been investigated further in order to enable the attainment of the final objective, the creation of a national heritage policy for these collections. This final element focuses particularly on methods of preservation, the potential for funding and the question of access to collections. The policy relies on evidence acquired at the earlier stages of the research as well as that acquired during a second survey dealing predominantly with preservation, access and funding. This is coupled with the identification of current best practice within the library preservation field. Extensive use has been made of contact with owners and administrators of collections by means of the surveys, interviews, observational visits and correspondence. In addition, heritage organisations and structures within the United Kingdom have been analysed, with emphasis on those with direct impact on the country house. This research is fundamentally about two things: the historical development of collections and the approaches likely to ensure their survival.
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Bagatim, Alessandra. "Personagens, trajetoria e historias das Forças Armadas de Libertação Nacional." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280391.
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Orientador: Edgar Salvadori De DeccaDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
Made available in DSpace on 2018-08-05T17:41:49Z (GMT). No. of bitstreams: 1 Bagatim_Alessandra_M.pdf: 1457105 bytes, checksum: 2353d91d32f41f86d833bc955c081b76 (MD5) Previous issue date: 2006
Resumo: Esta pesquisa tem por objetivo mostrar o processo de formação e a atuação de um grupo de esquerda armado dos anos 60 auto nomeado Forças Armadas de Libertação Nacional (FALN). A atuação local e isolada deste grupo que, atipicamente, desenvolveu suas ações no interior de São Paulo, na cidade de Ribeirão Preto, e a participação de trabalhadores rurais entre seus membros são características que o diferenciam dos demais. O desenrolar da pesquisa traz uma contextualização sobre os movimentos políticos, econômicos e sociais ocorridos em Ribeirão Preto no decorrer da década de 50 e, principalmente, na década de 60. Mostra os caminhos percorridos pelos integrantes do grupo, desde o momento anterior à formação da FALN até serem descobertos e presos. Destaca, por fim, a participação de alguns trabalhadores rurais no grupo e a forma como a Igreja católica local viu-se envolvida nesta trama política
Abstract: This research has the main objective to show the formation process and the activity of an armed left group in the 1960s, self named National Armed Forces of Liberation (FALN). The local and isolated activity of this group that atypically developed their actions in the interior of the State of São Paulo, in the city of Ribeirão Preto, and the participation of rural workers among their members are characteristics that make this group very different from the others. The development of the research gives us a contextualization about the social, political and economic movements that happened in Ribeirão Preto in the 1960s, mainly in the 1960s. It shows the ways traveled by the members of the group since the first moment of the FALN formation until their members be discovered and imprisoned. The research also emphasizes the participation of some rural workers in the group and how the local Catholic Church was involved in that political plot
Mestrado
Politica, Memoria e Cidade
Mestre em História