The World Theatre Festival, Nancy, 1963–88: a Critique and a Retrospective

1990 ◽  
Vol 6 (22) ◽  
pp. 141-153 ◽  
Author(s):  
David Looseley
Keyword(s):  
Twentieth Century ◽  
The World ◽  
Politics Of Culture ◽  
Experimental Theatre ◽  
The 1960S ◽  
The University

Unlike Avignon, still active after more than forty years, the once notorious Nancy Festival has slipped unobtrusively into history. David Looseley sets out here to trace this itinerary. After reviewing the festival's origins and its importance for the experimental theatre of the 1960s, he examines what became of it in the bleaker decades which followed, and assesses the meaning of its decline. David Looseley, who teaches in the Department of Modern Languages at the University of Bradford, is currently engaged in research funded by the Leverhulme Trust into the politics of culture in contemporary France. His published work includes a book on the theatre of the twentieth-century French dramatist Armand Salacrou.

Hasan Eren - from Vidin to the Peaks of Turkology

2021 ◽  
Vol 30 (3) ◽  
pp. 248-261
Author(s):  
Sadik Haci
Keyword(s):  
Twentieth Century ◽  
The World ◽  
Etymological Dictionary ◽  
The University ◽  
Turkish Language ◽  
The Town

The study follows the life and scientific trajectories of the turkologist Hasan Eren from the town of Vidin, lecturer at the University of Ankara, editor and author of various dictionaries, including the first etymological dictionary of the Turkish language. It traces the preparation and growth of the world-famous Turkish linguist and lexicologist, who left Bulgaria to study and after his exceptional training among Hungarian orientalists such as Gyula Németh he grew up as one of the most famous Turkish scholars in the field of llinguistics. This study presents the conditions and possibilities for Turkish intelligentsia in Bulgaria in the twentieth century.

The Journey of Piotr and Kasia Walkowiak

2017 ◽  
Author(s):  
Kai Erikson
Keyword(s):  
United States ◽  
Twentieth Century ◽  
The United States ◽  
University Of Chicago ◽  
The World ◽  
The Face ◽  
The University ◽  
Migrant Stream

This chapter tells the story of peasants from rural Poland who entered a migrant stream around the turn of the twentieth century that carried them, along with tens of millions of others, across a number of clearly marked national borderlines as well as a number of unmarked cultural ones. The peasants were a couple named Piotr and Kasia Walkowiak, and the words spoken by them as well as the events recalled here are based on the hundreds of letters and diaries gathered in the 1910s by two sociologists from the University of Chicago, W. I. Thomas and Florian Znaniecki. The chapter first describes the world into which Piotr and Kasia were born, focusing on family, village, and land. It then considers their journey, together with millions of other immigrants, and how they changed both the face of Europe and the face of the United States.

The Dakar School of African History

2018 ◽  
Author(s):  
Catherine Coquery-Vidrovitch
Keyword(s):  
Doctoral Students ◽  
The United States ◽  
African History ◽  
Authoritarian State ◽  
Research Collaborations ◽  
Vice Chancellor ◽  
The World ◽  
The 1960S ◽  
The University ◽  
The 19Th Century

The Dakar School, as the historians of Cheikh Anta Diop University (the University of Dakar) were called, had a brief French antecedent in Yves Person, whose teachings communicated to students the importance of African oral sources. He himself worked primarily on such sources from the 19th century. The Dakar School was then taken over and given its name by the young Guinean historian Boubacar Barry, who had been based in Senegal since the 1960s. Research collaborations between Cheikh Anta Diop University and the University of Paris 7 (today known as Paris-Diderot) then became active through exchanges involving both instructors and doctoral students. The Senegalese department strengthened over time, thanks to well-established historians, a number of them being non Senegalese scholars expelled from their own country by dictatorial regimes such as Boubacar himself or others who taught several years in Dakar such as Sekene Mody Cissoko, a well known Malian historian, or Thierno Moctar Bah from Guinea. After Boubacar Barry, the department was headed successively between the years 1975 and 2000 by Mbaye Gueye, Mamadou Diouf, Mohamed Mbodj, Penda Mbow, Ibrahima Thioub, and Adrien Benga, among others. They and their colleagues understood how to maintain and reinforce the quality and cohesion of an original and diverse research department over the course of many years, one that was simultaneously independent of any political power and rather opponent to any authoritarian State and tolerant toward its colleagues. Among them, several scholars are currently enjoying late careers in the United States, while Ibrahima Thioub has become vice chancellor of Cheikh Anta Diop University. However, their succession has been consistently assured by their own doctoral students. Nowadays, does the “Dakar school” still exist? Yes because historians remain proud of and faithful to this innovative past, no because Senegalese historians are now part of the world wide international community of historians.

ARABIC SOURCES AND THE SEARCH FOR A NEW HISTORIOGRAPHY IN IBADAN IN THE 1960s

Africa ◽  
2016 ◽  
Vol 86 (2) ◽  
pp. 344-346
Author(s):  
Ousmane Kane
Keyword(s):  
South Africa ◽  
Twentieth Century ◽  
African History ◽  
African Continent ◽  
Historical Legacy ◽  
Oral Form ◽  
Alternative Sources ◽  
The 1960S ◽  
The University ◽  
University Of Ibadan

According to the late Ali Mazrui, modern Africa is the product of a triple civilizational legacy: African, Arabo-Islamic, and Western (Mazrui 1986). Each civilization left Africa with bodies of knowledge rooted in particular epistemologies and transmitted in written and/or oral form. In the first half of the twentieth century, what became known as the colonial library (Mudimbe 1988: x) had provided the sources and conceptual apparatus for studying African history, but from the mid-twentieth century onwards, nationalist intellectuals sought to deconstruct European colonial intellectual hegemony through the search for alternative sources and interpretations of African history. Notable among these intellectuals is Cheikh Anta Diop, whose work highlighted the close connections between Egypt and the rest of the continent to claim Ancient Egypt's historical legacy for the continent. Nigeria's first university – University College Ibadan, which later became the University of Ibadan – provided a forum for talented Africans and Europeans to pursue the project of decolonizing African history. Jeremiah Arowosegbe's survey provides insights into the rise and decline of academic commitment in the African continent, with particular reference to South Africa and Nigeria.

Kierkegaard and the Internet

2011 ◽  
pp. 207-214
Author(s):  
Andrew Ward ◽  
Brian Prosser
Keyword(s):  
Twentieth Century ◽  
Service Providers ◽  
The Internet ◽  
Internet Service ◽  
Post Secondary ◽  
The World ◽  
National Networks ◽  
The University ◽  
To Receive ◽  
University Of Idaho

In the last decade of the twentieth century, with the advent of computers networked through Internet Service Providers and the declining cost of such computers, the traditional topography of secondary and post-secondary education has begun to change. Where before students were required to travel to a geographically central location in order to receive instruction, this is often no longer the case. In this connection, Todd Oppenheimer writes in The Atlantic Monthly that one of the principal arguments used to justify increasing the presence of computer technology in educational settings is that “[W]ork with computers – particularly using the Internet – brings students valuable connections with teachers, other schools and students, and a wide network of professionals around the globe.”1 This shift from the traditional to the “virtual” classroom2 has been welcomed by many. As Gary Goettling writes, “[D]istance learning is offered by hundreds, if not thousands, of colleges and universities around the world, along with a rapidly growing number of corporate and private entities.”3 Goettling’s statement echoes an earlier claim by the University of Idaho School of Engineering that one of the advantages of using computers in distance education is that they “increase access. Local, regional, and national networks link resources and individuals, wherever they might be.”4

“Turkey Will Be a Second France, Unless Our Demands Are Satisfied”: The Turkish Student Movement in the Long 1960s

2021 ◽  
Vol 12 (2-3) ◽  
pp. 157-183
Author(s):  
Nikos Christofis
Keyword(s):  
Student Movement ◽  
University System ◽  
Revolutionary Movement ◽  
Revolutionary Violence ◽  
The World ◽  
The 1960S ◽  
The University

Abstract The transnational phenomenon that was “1968” was felt keenly around the globe with direct and virtually immediate impact. Turkey stands as a clear example, wherein the development and dynamism of the “Western” student movement had an immediate impact and shaped developments unfolding in Turkey at the time. As elsewhere in the world, “1968” did not hit Turkey out of thin air. The “1968 generation,” and the student movement in general, was mainly Kemalist, one of the significant characteristics that differentiated it from others. It first emerged as a student movement focused on reform within the university system, but toward the end of the 1960s, it evolved into a revolutionary movement, eventually deploying revolutionary violence from 1971–72.

John Paynter, 1931–2010: an appreciation

2010 ◽  
Vol 27 (3) ◽  
pp. 221-223
Author(s):  
Piers Spencer
Keyword(s):  
Secondary Schools ◽  
Music Education ◽  
20Th Century ◽  
Older Students ◽  
Music Department ◽  
British Music ◽  
The World ◽  
Trained Teachers ◽  
The 1960S ◽  
The University

John Paynter's death this year has deprived British music education of its most inspirational advocate during the second half of the 20th century. John's teaching in primary and secondary schools during the 1950s played a major role in shaping his vision of music at the heart of the curriculum. With his ear for an apt phrase, John loved to quote American novelist Toni Morrison's description of the wonderful presence and power of music as ‘a way of being in the world’. During the 1960s, John trained teachers in colleges in Liverpool and Chichester, before joining the innovative music department at the University of York, where he remained until his retirement in 1997. It was with the publication in 1970 of Sound and Silence that his years of pioneering work with children and older students came to fruition and the force and originality of his ideas about music education made their first big impact.

scholarly journals From Bologna to Zoom: The Evolution of the University

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Glynn Custred
Keyword(s):  
Twentieth Century ◽  
Free Market ◽  
Market Place ◽  
Christian Doctrine ◽  
The World ◽  
The University

Created in Europe and spread throughout the world with the West’s rise, the university evolved from a guild-like medieval institution bounded by Christian doctrine to a flourishing, free-market place of ideas by the latter half of the twentieth century. Unfortunately, Glynn Custred informs us, the universities’ more recent transformation into institutions of “political indoctrination” represents a return to the doctrine-bound era of its infancy.

Interview with Richard Overy

2015 ◽  
Vol 97 (900) ◽  
pp. 969-983
Keyword(s):  
Twentieth Century ◽  
World War Ii ◽  
World War I ◽  
Historical Perspective ◽  
Armed Conflicts ◽  
World War ◽  
Traditional Use ◽  
Total War ◽  
The World ◽  
The University

Richard Overy is Professor of History at the University of Exeter and the author of more than twenty-five books on the age of the World Wars and European dictatorship, including The Bombing War: Europe 1939–1945. He is a Fellow of the British Academy.Airpower has been used in armed conflicts since World War I. Aircraft have been deployed in support of the army on the ground and the navy on the surface. However, the twentieth century, with two World Wars, has also seen aerial bombardment of cities that fell outside the traditional use of airpower. During World War II, as part of the ideology of “total war”, cities were deliberately selected as targets of such attacks with the purpose of undermining the morale of the enemy's population and “winning the war”. Nowadays, although the deliberate bombing of entire cities is prohibited, it is still believed that aerial bombardment can produce certain political dividends for belligerents. In this interview, Richard Overy provides a historical perspective on the evolution of aerial bombardment since the World Wars, and puts in context the use of airpower in contemporary armed conflicts.

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