The Cock of the School: A Cultural History of Playground Violence in Britain, 1880–1940

AbstractViolence was an important part of the educational experience of many British children during the nineteenth and twentieth centuries. It principally took the form of playground fights, in which children competed in displays of physical prowess to win the accolade “cock of the school,” the term attached to the best fighter. This article examines the background to these fights using autobiographical accounts produced by individuals educated between 1890 and 1940. Working from common themes in these accounts, it explains the structure and context of schoolyard fights. In particular, it examines the manner in which contemporary notions of masculinity influenced the conduct of children. Fighting was a means by which a schoolboy could act out a fantasy of manhood and, through this, relate to his peers and the school environment.

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Cultural History, Ritual and Performance: George L. Mosse in Context

Journal of Contemporary History ◽

10.1177/0022009420940033 ◽

2021 ◽

pp. 002200942094003

Author(s):

Peter Burke

Keyword(s):

Political Culture ◽

Early Modern ◽

Cultural History ◽

Performance Studies ◽

Early Modern Europe ◽

History Of ◽

Nineteenth And Twentieth Centuries ◽

Modern Europe ◽

And Performance ◽

Cultural Turn

George L. Mosse took a ‘cultural turn’ in the latter part of his career, but still early enough to make a pioneering contribution to the study of political culture and in particular what he called political ‘liturgy’, including marches, processions, and practices of commemoration. He adapted to the study of nationalism in the nineteenth and twentieth centuries the approach to the history of ritual developed by historians of medieval and early modern Europe, among them his friend Ernst Kantorowicz. More recently, the concept of ritual, whether religious or secular, has been criticized by some cultural historians on the grounds that it implies a fixed ‘script’ in situations that were actually marked by fluidity and improvisation. In this respect cultural historians have been part of a wider trend that includes sociologists and anthropologists as well as theatre scholars and has been institutionalized as Performance Studies. Some recent studies of contemporary nationalism in Tanzania, Venezuela and elsewhere have adopted this perspective, emphasizing that the same performance may have different meanings for different sections of the audience. It is only to be regretted that Mosse did not live long enough to respond to these studies and that their authors seem unaware of his work.

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Screening Memories

October ◽

10.1162/octo_a_00427 ◽

2021 ◽

pp. 73-83

Author(s):

Jane Weinstock

Keyword(s):

Cultural History ◽

Video Installation ◽

History Of ◽

Nineteenth And Twentieth Centuries

Abstract Through the lenses of feminism and psychoanalysis, this essay traces the use of screens, both literal and metaphoric, in the performance and video-installation works of the multi-disciplinary artist Suzanne Bocanegra. These complex pieces engage with ideas around voyeurism, identification, and screen memory, evoking Bocanegra's idiosyncratic cultural history of the nineteenth and twentieth centuries.

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PROBLEMATIKA PEMBELAJARAN SEJARAH KEBUDAYAAN ISLAM DI MADRASAH

Jurnal MUDARRISUNA Media Kajian Pendidikan Agama Islam ◽

10.22373/jm.v10i1.6789 ◽

2020 ◽

Vol 10 (1) ◽

pp. 15

Author(s):

Abdul Haris Hasmar

Keyword(s):

Cultural History ◽

Learning Strategy ◽

Educational Experience ◽

Motivation To Learn ◽

Islamic Culture ◽

Student Centered ◽

Historical Approach ◽

History Of ◽

The Times

Learning the History of Islamic Culture in Madrasas must be oriented, meaningful, and relevant to the times. Learning does not work well without using methods according to the material being taught. Learning the history of Islamic culture at this time has not been running as it should, as students' perceptions of learning the history of Islamic culture are boring. This study basically examines the problematics of learning the history of Islamic culture in Madrasah Aliyah in Aceh Jaya. The formulation of the problem what problems are faced in learning as well as what steps are taken in overcoming the problem of learning the history of Islamic culture ?. The results showed that students' perceptions of learning the history of Islamic culture were less interesting and could even be said to be boring. In order to improve the persession, there have been several attempts by teachers in the study of the history of Islamic culture in Madrasas. The efforts made by the teacher are 1) improving the learning strategy, the teacher of Islamic cultural history subjects has tried to do creativity, namely using a variety of methods, of course, student-centered; 2) provide motivation to learn every time a meeting; 3) assessing the process at each meeting; 4) using an individual, educational, experience and historical approach.

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