History

In cultural and intellectual terms, one of the EU’s most important objectives in pursuing unification has been to develop a common historical narrative of Europe. Across ten compelling case studies, this volume examines the premises underlying such a project to ask: Could such an uncontested history of Europe ever exist? Combining studies of national politics, supranational institutions, and the fraught EU-Mideast periphery with a particular focus on the twentieth century, the contributors to History and Belonging offer a fascinating survey of the attempt to forge a post-national identity politics.

Focusing on youth, family, work, and consumption, Ambiguous Transitions analyzes the interplay between gender and citizenship postwar Romania. By juxtaposing official sources with oral histories and socialist policies with everyday practices, Jill Massino illuminates the gendered dimensions of socialist modernization and its complex effects on women’s roles, relationships, and identities. Analyzing women as subjects and agents, the book examines how they negotiated the challenges that arose as Romanian society modernized, even as it clung to traditional ideas about gender. Massino concludes by exploring the ambiguities of postsocialism, highlighting how the legacies of the past have shaped politics and women’s lived experiences since 1989.

By and large, the histories of East and West Germany have been studied in relative isolation. And yet, for all their differences, the historical trajectories of both nations were interrelated in complex ways, shaped by economic crises, social and cultural changes, protest movements, and other phenomena so diffuse that they could hardly be contained by the Iron Curtain. Accordingly, A History Shared and Divided offers a collective portrait of the two Germanies that is both broad and deep. It brings together comprehensive thematic surveys by specialists in social history, media, education, the environment, and similar topics to assemble a monumental account of both nations from the crises of the 1970s to—and beyond—the reunification era.

Spanning Europe, Asia and the Pacific, Encounters with Emotions investigates experiences of face-to-face transcultural encounters from the seventeenth century to the present and the emotional dynamics that helped to shape them. Each of the case studies collected here investigates fascinating historiographical questions that arise from the study of emotion, from the strategies people have used to interpret and understand each other’s emotions to the roles that emotions have played in obstructing communication across cultural divides. Together, they explore the cultural aspects of nature as well as the bodily dimensions of nurture and trace the historical trajectories that shape our understandings of current cultural boundaries and effects of globalization.

Well before the far-right resurgence that has most recently transformed European politics, Austria’s 1999 parliamentary elections surprised the world with the unexpected success of the Freedom Party of Austria and its charismatic leader, Jörg Haider. The party’s perceived xenophobia, isolationism, and unabashed nationalism in turn inspired a massive protest movement that expressed opposition not only through street protests but also in novels, plays, films, and music. Through careful readings of this varied cultural output, The Art of Resistance traces the aesthetic styles and strategies deployed during this time, providing critical context for understanding modern Austrian history as well as the European protest movements of today.

Of the many innovative approaches to emerge during the twenty-first century, one of the most productive has been the interdisciplinary nexus of theories and methodologies broadly defined as “the study of emotions.” While this conceptual toolkit has generated significant insights, it has overwhelmingly focused on emotions as linguistic and semantic phenomena. This edited volume looks instead to the material aspects of emotion in German culture, encompassing the body, literature, photography, aesthetics, and a variety of other themes.

Work played a central role in Nazi ideology and propaganda, and even today there remain some who still emphasize the supposedly positive aspects of the regime’s labor policies, ignoring the horrific and inhumane conditions they produced. This definitive volume provides, for the first time, a systematic study of the Reich Ministry of Labor and its implementation of National Socialist work doctrine. In detailed and illuminating chapters, contributors scrutinize political maneuvering, ministerial operations, relations between party and administration, and individual officials’ actions to reveal the surprising extent to which administrative apparatuses were involved in the Nazi regime and its crimes.

Since the 1960s, nations across the “developed world” have been profoundly shaped by deindustrialization. In regions in which previously dominant industries faced crises or have disappeared altogether, industrial heritage offers a fascinating window into the phenomenon’s cultural dimensions. As the contributions to this volume demonstrate, even as forms of industrial heritage provide anchors of identity for local populations, their meanings remain deeply contested, as both radical and conservative varieties of nostalgia intermingle with critical approaches and straightforward apologias for a past that was often full of pain, exploitation and struggle.

Since the end of the nineteenth century, traditional historiography has emphasized the similarities between Italy and Germany as “late nations”, including the parallel roles of “great men” such as Bismarck and Cavour. Rethinking the Age of Emancipation aims at a critical reassessment of the development of these two “late” nations from a new and transnational perspective. Essays by an international and interdisciplinary group of scholars examine the discursive relationships among nationalism, war, and emancipation as well as the ambiguous roles of historical protagonists with competing national, political, and religious loyalties.

The Vienna Gestapo headquarters was the largest of its kind in the German Reich and the most important instrument of Nazi terror in Austria, responsible for the persecution of Jews, suppression of resistance and policing of forced labourers. Of the more than fifty thousand people arrested by the Vienna Gestapo, many were subjected to torturous interrogation before being either sent to concentration camps or handed over to the Nazi judiciary for prosecution. This comprehensive survey by three expert historians focuses on these victims of repression and persecution as well as the structure of the Vienna Gestapo and the perpetrators of its crimes.

Over the course of the long and violent twentieth century, only a minority of international crime perpetrators ever stood trial, and a central challenge of this era was the effort to ensure that not all these crimes remained unpunished. This required not only establishing a legal record but also courage, determination, and inventiveness in realizing justice. Defeating Impunity moves from the little-known trials of the 1920s to the Yugoslavia tribunal in the 2000s, from Belgium in 1914 to Ukraine in 1943, and to Stuttgart and Düsseldorf in 1975. It illustrates the extent to which the language of law drew an international horizon of justice.

It is commonplace that the modern world is more international than at any point in human history. Yet the sheer profusion of terms for describing politics beyond the nation state—including “international,” “European,” “global,” “transnational” and “cosmopolitan,” among others – is but one indication of how conceptually complex this field actually is. Taking a wide view of internationalism(s) in Europe since the eighteenth century, Nationalism and Internationalism Intertwined explores discourses and practices to challenge nation-centered histories and trace the entanglements that arise from international cooperation. A multidisciplinary group of scholars in history, discourse studies and digital humanities asks how internationalism has been experienced, understood, constructed, debated and redefined across different European political cultures as well as related to the wider world.

EN: Based on extensive field work, this book analyzes how ISIS – a widely hated, massively outnumbered, and ludicrously outgunned organization – managed to occupy over 120 cities, towns, and villages from the Southern Philippines to Western Libya. Seeking to understand ISIS’s combat effectiveness, Omar Ashour focuses on the military and tactical innovations of ISIS and their predecessors in Iraq, Syria, Libya, and Egypt. The author explains how their capacity to mix conventional military tactics with innovative guerrilla warfare and urban terrorism strategies allowed ISIS to expand and endure beyond expectations. This Ukrainian translation is supplemented by a special introduction on Russia’s war against Ukraine and the ISIS tactics adoption by Russian troops (2014-2022).

UA: Ґрунтуючись на значній кількості польових досліджень, автор аналізує, як ІДІЛ, така ненависна, нечисельна та погано озброєна організація, змогла окупувати понад 120 міст, містечок і сіл від південних Філіппін до західної Лівії. Прагнучи зрозуміти боєздатність ІДІЛ, Омар Ашур аналізує військові та тактичні інновації ІДІЛу та їхніх попередників в Іраку, Сирії, Лівії та Єгипті. Автор пояснює, як поєднання конвенційної та партизанської війни, а також стратегій міського тероризму дозволили ІДІЛ розширитися та вистояти попри всі обставини. Український переклад доповнено спеціальним вступом про війну Росії проти України та застосування російськими військами тактик ІДІЛ (2014-2022). 

Патрональна демократія в Україні та російське вторгнення. Російсько-українська війна. Том перший

The authors of this edited volume, leading Ukrainian scholars supplemented by colleagues from Hungary, examine the chances of an anti-patronal transformation after the war. The book provides an overview of the development of Ukraine's political-economic system: color revolutions in 2004 and 2014 brought democratic transformation, but no change in the patronage system The result was patronal regime cycles instead of the emergence of a Western-type liberal democracy in the country. Building on the conceptual framework of the editors' The Anatomy of Post-Communist Regimes (CEU Press, 2020), the 12 chapters examine the impact of the war on patronal democracy, the relational economy, clientelist society, and the international environment in which Ukraine operates.

This collection is complemented by the book entitled Russia's Imperial Endeavor and Its Geopolitical Consequences, forthcoming in Ukrainian translation as well.

UA: Російське повномасштабне вторгнення загрожує незалежності України та прозахідному розвитку, проте героїзм українського народу та зміцніла національна ідентичність створює безпрецедентно потужне підґрунтя для повороту на Захід. Після перемоги пріоритетом стане побудова міцних основ ліберальної демократії. Окрім розв’язання невідкладних проблем, Україна також має переглянути свою посткомуністичну спадщину та подолати обмеження патроналізму.

Автори цього видання, провідні українські науковці та їхні колеги з Угорщини, досліджують шанси антипатрональної трансформації після війни. У книзі представлено огляд розвитку політико-економічної системи України: кольорові революції 2004 та 2014 років принесли демократичні перетворення, але не змінили систему патронажу, а результатом революцій стали цикли патронату замість появи ліберальної демократії західного типу. Спираючись на концептуальну основу «Анатомії посткомуністичних режимів» (CEU Press, 2020) Балінта Мадяра та Балінта Мадловіча, автори 12 розділів досліджують вплив війни на патрональну демократію, економіку відносин, клієнтелістське суспільство та міжнародне середовище, в якому перебуває та діє Україна.

Ця серія доповнена збіркою «Російська імперія та її геополітичні наслідки», що також буде доступна в українському перекладі.

Published in Partnership with the David Suzuki Institute.

Since antiquity, doctors have always been required to be "vigilant" (i.e., extremely attentive), particularly when it comes to any symptoms exhibited and/or complained of by the patient. As outlined in the Hippocratic Oath since antiquity, a doctor’s primary mission is to ensure the patient’s well-being and recovery, irrespective of their social status. However, loyalty to the patient was explicitly subordinated whenever the patient performed an action deemed suspicious or even detrimental to society’s best interests. The goal of this book is, therefore, to delve deeper into the multivalent role and attitude of physicians and surgeons as "experts" in how to interpret symptoms, and how this, in turn, influenced their relationship with their patients, especially when the latter were considered to be "dangerous individuals". This analysis does not seek to further explore Foucault’s concept of the "disciplinary" nature of medicine, but rather uses it as a starting point for analyzing the complex and, so to speak, "ambiguous" nature of the doctor-patient relationship in the early modern period, one which oscillated between cooperation and conflict. To deepen these aspects, this analysis will consider the role and tasks of a figure often neglected by historiography: the galley doctor.

The Asia-Pacific region has rich and unique traditions, cultural diversity and common as well as unique challenges, including obstacles of language and geographical separation. As home to over 60 per cent of the world's population, this region has a diverse range of educational issues, which have not as yet been fully explored. This ground-breaking volume considers current perspectives on educational diversity, challenges and changes occurring across a number of countries in the region and provides a closer look at these complexities.

Focus has been given to the influence and impact that these complexities are having on policy and practice in leadership, governance and administration structures. Who has been given the agency? What kinds of power currents are in play? What are the hidden political enablers and disablers in these narratives? The authors of chapters in this series have presented some solid examples of what is currently happening, the discourse that is emerging around it, the effects of these changes and their impact within the region. While some of these narratives are a synthesis of literature and policy, other chapters have focused on findings from empirical studies being conducted in this space.

As a timely collection of works from active researchers in Education, the book supports and encourages the importance of on-going educational research within the Asia-Pacific region The findings in this book have been drawn from original and current research which is anticipated as being a valuable academic reference as well as a teaching resource in the field of Education. This volume will be beneficial to students and academics of Education around the world as well as a useful reference to educational academics, researchers, policy-makers and administrators across the Asia-Pacific region.The Asia-Pacific region has rich and unique traditions, cultural diversity and common as well as unique challenges, including obstacles of language and geographical separation. As home to over 60 per cent of the world's population, this region has a diverse range of educational issues, which have not as yet been fully explored. This ground-breaking volume considers current perspectives on educational diversity, challenges and changes occurring across a number of countries in the region and provides a closer look at these complexities.

Focus has been given to the influence and impact that these complexities are having on policy and practice in leadership, governance and administration structures. Who has been given the agency? What kinds of power currents are in play? What are the hidden political enablers and disablers in these narratives? The authors of chapters in this series have presented some solid examples of what is currently happening, the discourse that is emerging around it, the effects of these changes and their impact within the region. While some of these narratives are a synthesis of literature and policy, other chapters have focused on findings from empirical studies being conducted in this space.

As a timely collection of works from active researchers in Education, the book supports and encourages the importance of on-going educational research within the Asia-Pacific region The findings in this book have been drawn from original and current research which is anticipated as being a valuable academic reference as well as a teaching resource in the field of Education. This volume will be beneficial to students and academics of Education around the world as well as a useful reference to educational academics, researchers, policy-makers and administrators across the Asia-Pacific region.

Budgeting for national defense is a complex endeavor, particularly for a nation like the U.S. that assumes global responsibility and strives to have the most advanced and lethal force on earth. It is necessary – and challenging – to balance the myriad requirements between current and future readiness, across warfare areas and military services, between having state of the art capability with sufficient capacity, and among people, hardware, and the activities people do with that hardware. As analytically difficult as that problem is, it is embedded in the political budgeting processes and national security must be balanced with every other function of government and there must also be cooperation across branches of government. This text explores that complex endeavor.

The Hispanic population has dramatically grown since the middle of the 20th Century. Demographers predict that by the year 2050, one in three Americans will of Hispanic origin. But the Hispanic population is not a homogeneous group; it varies by race and ethnicity, culture, economic status, education, and other important factors.

The purpose of the present volume is to provide information on selected topics regarding the growth, distribution, and size of the Hispanic population. The volume brings together an eclectic set of six research papers. The first four examine traditional demographic topics: population growth, mortality, and immigration. The last two address topics that are not often examined among Hispanics: Hispanic Baby Boomers, and an interesting study on self identification among Hispanics using vital events data and census data.

For the People is a historical docutext that examines the evolution of the struggle for peace and justice in America's past, from pre-colonial times to the present. Each chapter begins with a brief historical introduction followed by a series of primary source documents and questions to encourage student comprehension. Sample photographs illustrate the range of peace activists' concerns, while the list of references, focused on the most important works in the field of U.S. peace history, points students toward opportunities for further research.

This is the only historical docutext specifically devoted to peace issues. The interpretive analysis of American peace history provided by the editors makes this more than just an anthology of collected documents. As such, the docutext is an extension and a complement to the editors' recently published popular scholarly survey, A History of the American Peace Movement from Colonial Times to the Present.

A central idea in this work is that peace is more than just the absence of war. The documents, and the analysis that accompanies them, offer fresh perspectives on the ways in which the peace movement became transformed from one simply opposing war to one proclaiming the importance of social, political, and economic equality.

The editors' premise is that the peace movement historically has been a collective attempt by numerous well-intentioned people to improve American society. The book illuminates the ways in which peace activists were often connected to larger reform movements in American history, including those that fought for the rights of working people, for women's equality, and for the abolition of slavery, to name just a few. With a focus on those who spoke out for peace, this docutext is designed to call to students' attention one of the least discussed classroom subjects in American education today. Students in secondary school Social Studies and American history classes as well as those taking college level courses in U.S. history, American Studies, or Peace Studies will find this work an excellent supplementary reader.

(Originally published as: Hitler's Ideology: A Study in Psychoanalytic Sociology)

Why did Hitler initiate the Final Solution and take Germany to war? Based on analysis of Hitler’s rhetoric—the words, images and metaphors contained within his writing and speeches—Koenigsberg’s study reveals the “hidden narratives” that were the source of Hitler’s ideology and the Holocaust.

Koenigsberg’s book was the first to study political rhetoric from the perspective of embodied metaphor. Conceiving of the Jew as a “force of disintegration,” parasite, and as a bacteria within the German body politic, the Final Solution represented a struggle to destroy the source of Germany’s disease—and thereby to save the nation.

Hitler often is thought of as an anomaly. Koenigsberg’s classic study demonstrates that Hitler acted based on the conventional ideology of nationalism: devotion to one’s nation and a desire to destroy its enemies; willingness to die and kill—to sacrifice lives—in the name of a sacred object.

Hitler’s actions—the history he created—followed as a logical consequence of the ideology that he promoted. Hitler imagined that by destroying the Jewish disease—source of death—Germany might live forever. The Final Solution grew out of a fantasy about an immortal body (politic).

Teaching and learning through Hollywood, or commercial, film productions is anything but a new approach and has been something of a mainstay in the classroom for nearly a century. Purposeful and effective instruction through film, however, is not problem-free and there are many challenges that accompany classroom applications of Hollywood motion pictures. In response to the problems and possibilities associated with teaching through film, we have collaboratively developed a collection of practical, classroom-ready lesson ideas that might bridge gaps between theory and practice and assist teachers endeavoring to make effective use of film in their classrooms. We believe that film can serve as a powerful tool in the social studies classroom and, where appropriately utilized, foster critical thinking and civic mindedness.

The College, Career, and Civic Life (C3) framework, represents a renewed and formalized emphasis on the perennial social studies goals of deep thinking, reading and writing. We believe that as teachers endeavor to digest and implement the platform in schools and classrooms across the country, the desire for access to structured strategies that lead to more active and rigorous investigation in the social studies classroom will grow increasingly acute. Our hope is that this edited book might play a small role in the larger project of supporting practitioners, specifically K-12 teachers of United States history, by offering a collection of classroom-ready tools based on the Hollywood or History? strategy and designed to foster historical inquiry through the careful use of historically themed motion pictures. The book consists of K-5 and 6-12 lesson plans addressing the following historical eras (Adapted from: UCLA, National Center for History in Schools).

This new edition of Nicholas Murray Butler's The International Mind marks the 100th anniversary of its publication. Widely read at the time, it has reached the status of classic work. Butler is one of the 20th Century’s most famous college presidents. He transformed Columbia University into a famous research institution of higher learning. More importantly, this work still has an important message for today’s readers: how can we establish an international mind that builds a lasting peace for the world. This work is based on Butler’s famous speeches as president of the Lake Mohonk Conferences on International Arbitration, which took place just prior to the start of World War 1. Butler was a strong proponent of judicial internationalism and education as the mechanism through which the settlement of disputes between nations could be resolved. As head of the just-established Carnegie Endowment for International Peace’s Division of Intercourse and Education, Butler put forth his own views on international understanding. Later, Butler would become president of Carnegie’s Peace Endowment and was most responsible for helping to bring forth the 1928 Kellogg-Briand Pact, renouncing war as an instrument of national policy. In 1931, based on his efforts for world peace, which began at Lake Mohonk (NY), Butler shared the Nobel Peace Prize with Jane Addams.

This new edition has a scholarly introduction as well as an extensive bibliographic essay on American Peace Writings by Charles F Howlett. An added feature to this new edition is a listing of Butler’s most notable works, the platforms of the 1907 & 1912 Lake Mohonk Conferences, and an lengthy 1914 interview with Butler by New York Times reporter, Edward Marshall. Readers will find the appendices an added bonus to a now classic work.

This new edition of Butler’s important book will bring to light one of the early 20th century peace classics devoted to the study of international arbitration. It offers a clear and compelling argument as to the importance of internationalism as proposed by some of the more prominent educational leaders, statesmen, and jurists of the pre-World War 1 period. Most importantly, reissuing this work in its one hundredth anniversary year bears testimony to its lasting importance since Butler’s efforts and those at the Lake Mohonk Conferences on International Arbitration led to the creation of a Permanent Court of International Justice only a few years after the conclusion of the First World War.

The challenges of teaching history are acute where we consider the world history classroom. Generalized world history courses are a part of many, if not most, K-12 curricular frameworks in the United States. While United States history tends to dominate the scholarship and conversation, there are an equally wide number of middle-level and secondary students and teachers engaged in the study of world history in our public schools. And the challenges are real. In the first place, if we are to mark content coverage as a curricular obstacle in the history classroom, generally, then we must underscore that concern in the world history classroom and for obvious reasons. The curricular terrain to choose from is immense and forever expanding, dealing with the development of numerous civilizations over millennia and across a wide geographic expanse. In addition to curricular concerns, world historical topics are inherently farther away from most students’ lives, not just temporally, but often geographically and culturally.

Thus the rationale for the present text, Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach World History. The reviews of the first volume Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach Untied States History strategy have been overwhelmingly positive, especially as it pertains to the application of the strategy for practitioner. Classroom utility and teacher practice have remained our primary objectives in developing the Hollywood or History? strategy and we are encouraged by the possibilities of Volume II and the capacity of this most recent text to impact teaching and learning in world history. We believe that students’ connection to film, along with teachers’ ability to use film in an effective manner, will help alleviate some of the challenges of teaching world history.

The book provides 30 secondary lesson plans (grades 6-12) that address nine eras in world history.The book aims to enhance teaching and learning by effectively using film to connect students with historical content.

What makes history difficult to learn is the fact that one has to travel in time. Studying events and circumstances from a time perspective different from our own is something that doesn’t come naturally to people. It is an ability that has to be acquired.

This book discusses teaching and learning history from the perspective of passage of time. Time experiences exist in different shapes and dimensions, one of which is historical time. The specific characteristics of the kind of time are defined in this study, based on philosophical and psychological insights, as well as on theory of history. The differences with other kinds of time, such as daily time and social time, are outlined. Six key concepts of historical time are then defined: chronology, periodization, relics, anachronism, contingency, and generations – meaning a specific way of dealing with the generations of our predecessors. The main issues for teaching historical thinking are described using these six categories. An inventory is made of what is known about them from existing research and what questions still need further investigation.

An empirical study is reported about the means students preferably use to orient in historical time: timelines and numbered years attached to events, or imaginative-associative contexts? It is demonstrated that ‘images of time’ are the optimum means for historical orientation.

An historical consciousness of time is essential to an open democratic society. The one-dimensional perspective of the present is broken up, it is shown that alternatives are possible, that the present is only the coincidental result of a contingent development and might have been totally different, and that the views held by people have changed, may change now and certainly will change in the future. All of this can enhance tolerance, open-mindedness and promote a healthy societal debate. This study provides insights into the kind of history teaching that might be helpful in developing this.

When war came, the authorities in London and Berlin operated evacuation schemes that sent children into billets and camps in rural reception areas. The children’s exodus either happened orderly and followed years of planning and discussion amongst policy makers (London), or haphazardly following the sudden realization that the war would not be fought exclusively elsewhere (Berlin). As policies, the government evacuation schemes were bold, controversial and - considering their distinct political contexts - surprisingly similar; as were some of their consequences: the recipients did not accept them uncritically, the municipalities failed to evacuate the majority of children from the cities under attack, and private provision catered for a lot more children than the official schemes.

This study of the British evacuation and Third Reich Kinderlandverschickung is an original and important contribution to the existing scholarship in two ways. First, it stays in the cities (rather than leaving with the evacuees towards the already well-researched evacuation experience) in order to show the scheme’ geneses, but also to appreciate issues related to their operational conduct in the face of stray children, closed schools and rebellious parents in town. Second, the study explores the evacuation schemes in the two warring capitals in comparative perspective, thus critically analyzing how policy was developed and executed in the face of shifting and differing political contexts and acute sociological challenges. This study traces local developments through sources, from the earliest plans contemplated in London during the 1930s to the collapse of the Third Reich and delayed return of Berlin children in 1946. It covers operational aspects and explores themes of agency, citizenship, childhood, schooling and the relationship between state and individual.

The robust historical research, combined with a strong central narrative, should appeal not only to historians of education or military historians, but also to policy makers, educators, former evacuees and all readers with a private or professional interest in wartime childhoods and evacuations.

What and how to teach in the K-16 classroom history has been a perennial and, at times, heated debate. Beginning as early as 1892, the question of what knowledge is of the most worth and what should be the central function of the history curriculum became a focus of many interested in education. It was felt that the teachers needed to move away from “traditional” methods of teaching history, such as rote memorization and the “dry and lifeless system of instruction by textbook,” and find new and engaging ways to “broaden and cultivate the mind.” Unfortunately, these recommendations faced many critics and did not take hold in K-16 classrooms at this time or, frankly, at any point since then.

Even though we tend to have a nostalgic memory of earlier time periods and, in turn, the educational capabilities of the children from various times in our nation’s past, the results from multiple studies examining the historical knowledge base of America’s youth has remained fairly discouraging. Much of the lack of knowledge present stems from the manner in which history is traditionally taught. Ineffective instructional methods greatly impact the interest levels, or more frequently the distaste, generated for learning about historical content and, thus, the public’s corresponding perception of the importance of history within K-16 curricula. This book makes an effort at overcoming the persistent boredom and lack of historical knowledge present in our students, by focusing on ways in which history instruction can be improved.

Concerned scholars and educators, since the early 20th century, have asked questions regarding the viability of Black history in k-12 schools. Over the years, we have seen k- 12 Black history expand as an academic subject, which has altered research questions that deviate from whether Black history is important to know to what type of Black history knowledge and pedagogies should be cultivated in classrooms in order to present a more holistic understanding of the group’ s historical significance. Research around this subject has been stagnated, typically focusing on the subject’s tokenism and problematic status within education. We know little of the state of k-12 Black history education and the different perspectives that Black history encompasses.

The book, Perspectives on Black Histories in Schools, brings together a diverse group of scholars who discuss how k-12 Black history is understood in education. The book’s chapters focus on the question, what is Black history, and explores that inquiry through various mediums including its foundation, curriculum, pedagogy, policy, and psychology. The book provides researchers, teacher educators, and historians an examination into how much k- 12 Black history has come and yet how long it still needed to go.

In his now classic Voices of Collective Remembering, James V. Wertsch (2002) examines the extent to which certain narrative themes are embedded in the way the collective past is understood and national communities are imagined. In this work, Wertsch coined the term schematic narrative templates to refer to basic plots, such as the triumph over alien forces or quest for freedom, that are recurrently used, setting a national theme for the past, present and future. Whereas specific narratives are about particular events, dates, settings and actors, schematic narrative templates refer to more abstract structures, grounded in the same basic plot, from which multiple specific accounts of the past can be generated. As dominant and naturalised narrative structures, schematic narrative templates are typically used without being noticed, and are thus extremely conservative, impervious to evidence and resistant to change.

The concept of schematic narrative templates is much needed today, especially considering the rise of nationalism and extreme-right populism, political movements that tend to tap into national narratives naturalised and accepted by large swathes of society. The present volume comprises empirical and theoretical contributions to the concept of schematic narrative templates by scholars of different disciplines (Historiography, Psychology, Education and Political Science) and from the vantage point of different cultural and social practices of remembering (viz., school history teaching, political discourses, rituals, museums, the use of images, maps, etc.) in different countries. The volume’s main goal is to provide a transdisciplinary debate around the concept of schematic narrative templates, focusing on how narratives change as well as perpetuate at times when nationalist discourses seem to be on the rise. This book will be relevant to anyone interested in history, history teaching, nationalism, collective memory and the wider social debate on how to critically reflect on the past.

A Nation at War brings together a collection of sixty-two essays covering all aspects of the Canadian experience in the Second World War. It is a readable and authoritative introduction to both the historical narrative and the interpretive debates by the best selling author of Fields of Fire and Cinderella Army.
Published by the Laurier Centre for Military, Strategic and Disarmament Studies and distributed by Wilfrid Laurier University Press.

The history of two hospitals formed for service in London, Ontario, in the First and Second World Wars. This story of sacrifice, hardship, and dedication is largely unknown and will inspire and inform the interested general reader.
Published by the Laurier Centre for Military, Strategic and Disarmament Studies and distributed by Wilfrid Laurier University Press.

In this poignant and darkly humorous memoir, Sonya Vesterholt recounts her experiences growing up in Leningrad during the Stalin era and the post-Stalin "thaw."

This collection of memories, stories, and jokes conveys personal experiences of historical events in the Soviet Union. Characters collide with the oppressive state espionage system that interferes in their personal lives and explore key moments from the author’s childhood and youth. With both humor and bitterness, readers discover Sonya’s routine heroism and resistance to state power as well as ironic details of everyday life. Under these circumstances, something as seemingly straightforward as a short message about the dog’s health becomes a symbol of victory over fear and absurdity.

A gripping, unexpectedly humorous, and deeply human portrait of life in Ukraine reshaped by war. In this powerful collection of essays, writer Andriy Lyubka—thrust into the role of an unlikely volunteer—offers a firsthand account of delivering aid to the front lines.

With raw honesty and surprising wit, Lyubka captures both the absurdity and the heartbreak of war. He reflects on time lost, the emotional toll of conflict, and the everyday defiance that keeps hope alive. From the logistical nightmares of aid distribution to the rich aroma of coffee that briefly restores a soldier’s sense of normalcy, War from the Rear reveals a side of war rarely seen—the human side.

More than just a chronicle of conflict, this book is a tribute to the individuals who endure it, the bonds they build, and the acts of kindness that shine through even the darkest times. It’s an essential, unforgettable perspective on Ukraine’s ongoing fight that will stay with readers long after the final page.

Der Band bildet die Forschungsgeschichte, Quellen und theoretische Forschungsansätze sowie die Bandbreite der wirtschaftshistorischen Sachgebiete der Alten Geschichte ab. Der Rahmen reicht dabei von ca. 1000 v. Chr. bis ca. 400 n. Chr., den Mittelpunkt bildet die „Kernzeit" der griechisch-römischen Antike von 700 v. Chr. bis 300 n. Chr. Dabei stehen althistorisch-kulturwissenschaftliche Analyse- und Darstellungsmethoden im Vordergrund.