Historical Memory As Young People Civic Identity Formation Resource In Digitalization Context

Author(s):  
Alexander Yu. Rozhkov
2021 ◽  
Vol 291 ◽  
pp. 05025
Author(s):  
Tatiana L. Kashchenko ◽  
Irina V. Polozhentseva

The authors follow up the issues of cultural tourism in their relationship with cultural and historical heritage in the context of education of young people. The methods of cultural and historical analysis, forecasting, method of expert assessment, sociological methods are used at the article. Emphasizing the importance of cultural heritage in the globalizing world, the authors consider it as a factor of collective identity formation, which is important for national stability and safety ensuring. In the authors’ opinion the absolute demand for the preservation of cultural and natural heritage for future generation with awareness of not only economic but social benefit of its preservation should be the long-term strategy of modern cultural policy in the Russian Federation. They focus on objects of city architecture and the urban environment as triggers of cultural memory and territorial (local) identity. Based on the opinion poll data among first-year students of K. G. Razumovsky Moscow State University of Technologies and Management (FCU) the authors highlight the main issues of updating cultural and historical heritage as a means of young people education: the formation of young people’s interest in the history of the culture of their region and the country as a whole; providing of the assess to cultural values; education of careful attitude towards cultural and natural monuments, respect for the authenticity and diversity of cultural values of Russia and mankind; training in anti-vandal non-destructive behavior; involving in active participation of protection of cultural heritage monuments; popularization of tourism culture among the younger generation including the development of a training system for organizers of youth tourism (volunteers).


2015 ◽  
Vol 50 (3) ◽  
pp. 81-107 ◽  
Author(s):  
Bernard C. Lategan

The article explores the contours of multiple identities in contrast to singular identities in situations of social complexity and cultural diversity. Nyamnjoh's concepts of “incompleteness” and “frontier Africans” imply an alternative approach to identity formation. Although the formation of one's own, singular identity is a necessary stage in the development of each individual, it has specific limitations. This is especially true in situations of complexity and diversity and where the achievement of social cohesion is an important goal. With reference to existing theories of identity formation, an alternative framework is proposed that is more appropriate for the dynamic, open-ended nature of identity and better suited to encourage the enrichment of identity. The role of imagination, a strategy for crossing borders (with reference to Clingman's concept of a “grammar of identity”), the search for commonality, and the effect of historical memory are discussed. Enriched and multiple identities are not achieved by replacement or exchange, but by widening (existing) singular identities into a more inclusive and diverse understanding of the self.


The Napoleonic Wars took place from 1802 to 1815 and fundamentally altered the political, social, cultural, and military structures of Europe and, to a lesser extent, the rest of the world. This created a collective memory that influenced, and continues to influence, the modern world in a myriad of ways. The conflicts were a continuation of the French Revolutionary Wars, which bear their own collective and historical memory. They involved nearly every power in Europe, affecting them each to varying degrees. Political and legal systems changed, both as a result of Revolutionary ideals and the introduction of the Code Napoléon. Nationalism and national identity formation accelerated during the period, often benefiting from opposition to Napoleon or the destruction of existing systems wrought by the Revolutionary spirit that French armies brought to occupied territories, spurring the creation of national memory wherever they appeared. Napoleon and his power, undeniable genius, success, and ultimate failure have proven an irresistible and enduring figure of autobiographical and biographical memory in realms as diverse as fiction, wargaming, and history, both popular and academic. The methods of his armies became the paradigm for contemporary militaries, and their legacy continues to form the bedrock of collective, institutional, and popular memory. The arts contain their own cultural memory of Napoleon, many of which remain current. Collectively, the various aspects of the cultural and historical memory of the Napoleonic Wars have become a part of many important areas of history and historiography. As a result, works on Napoleon, his empire, and the Napoleonic Wars are voluminous and grow significantly every year.


2021 ◽  
Vol 10 (3) ◽  
pp. 265-268
Author(s):  
Stanislav Gennadyevich Malkin

The paper is devoted to the role of the state educational policy within the course of the Russian civil identity formation. The focus of the study is on the evolution of the aims of the authorities in matters of the historical education and historical memory, their norm-legal regulation and institutional support, as well as real educational practices. The introduction of the historical and cultural standard for teaching the school course of the history is considered as a collective attempt by the authorities and society to lead historical and educational policies to a common denominator in terms of the content and value. A special accent in the paper concerns the problems of the teacher professional training for the implementation of the state historical and educational policy of the Russian Federation within given framework, considering the specifics of the contemporary informational space. It attracts attention to the close ties between information wars and historical policy, in the context of the attempts to reconsider the results of the Second World War especially, keeping in mind its effects for the transformation of the civil identity and the changes of position the Russian Federation held on the international arena. Both methodological and organizational restrictions were identified in secondary and higher schools, which have a significant impact on the formation of civil identity through historical education, both at the stage of training pedagogical personnel and in the process of studying the school course of the history.


The article discusses the problem of the identity of the population in the conflict zone in the Donbas. It is possible to speak about the existing civic identity if the person realizes his or her belonging to the state, whose citizen he or she is by status, all the attributes of statehood acquire valuable significance, and the “territory of life” shared with other fellow citizens is perceived as the Motherland. The authorities of the DPR and the LPR force citizens on their territory to abandon the identity of a citizen of Ukraine and to acquire the identity of their quasi-republics. For the success of the Ukrainian troops, it is important that the population of the territory where hostilities take place, identify themselves with Ukraine, consider themselves Ukrainians. This is the main task of identity politics. It is emphasized that in the conditions of a shortage of Ukrainian identity among the population in the area of hostilities, it is necessary to help stimulate the formation (strengthening) of such an identity. In identity politics identity management is important. In the conflict zone in the Donbas, civilian identities of the parties in hostile relations compete. It is argued that the desire to influence the identity of the residents of Donbass in order to form a certain identity among them is part of a hybrid war. If the residents in the combat zone have a shortage of Ukrainian identity, then it is necessary to promote the strengthening or formation of such an identity. Identity enforcement techniques can be propaganda, informational, economic, as well as violent, with the use of weapons. One of the methods of struggle for identity is the work of civil society structures, including volunteers. One of the means of implementation of identity politics is an appeal to historical memory. In the management of identity, discursive practices, events of a cultural, scientific, and sporting nature are important. Of great importance for determining identity is the line of demarcation, when the checkpoint divides the territory into “its” and “other”. The location of a person on the one or the other side of the roadblock improves the personality and relevant life practices. The conclusion is formulated that the success of the struggle for the identity of a Ukrainian citizen among the residents of Donbass will help resolve the armed conflict in the east of our country.


2018 ◽  
Vol 5 (2) ◽  
pp. 89-109
Author(s):  
Ivan Kozachenko

From the first days of the Euromaidan protests, Ukrainian diasporas around the globe took an active part in supporting democratic change in Ukraine. These diasporic communities actively used social media to “represent” their national identity, to promote their visions of Ukraine’s past and future, and to network and coordinate their actions. This paper argues that the events of the Euromaidan made Ukrainian diasporas in Western countries “re-invent” and “re-imagine” their national belonging. In these processes historical memory, language, and regional identifications play a crucial part within the continuum between conservative ethnonationalist identities and “civic” ones that try to accommodate the ethnic and linguistic diversity of Ukraine in the diasporic setting. This study reveals that “civic” identity elements became more visible across Ukrainian diasporas, but that Russian aggression somewhat haltered the acceptance of diversity and reinforced previously existing conservative sentiments.


2021 ◽  
Vol 113 ◽  
pp. 00016
Author(s):  
I.A. Zakiryanova ◽  
L.I. Redkina ◽  
L.V. Bura

In this article the problem of ethnocultural identity formation is considered in the context of the personal development problem, namely, as a person’s awareness of oneself, one’s environment as well as of oneself in one’s relations with other people. Along with the genetically determined prerequisites, ethnocultural identity formation is influenced by sociocultural factors, a person’s real life. The ethnocultural identity phenomenon is closely related to the methodological understanding of the foundations of deep, fundamental life meanings, values, and priorities. Ethnocultural identity and everything that relates to it – roots, historical destinies, ethnic culture, historical memory – are the most important values and life meanings of every person.


Author(s):  
Nele Provoost

This article explores the complex relation between civic identity, individual identificationand citizenship. An in-depth analysis of the life and integration process of three newcomersto the small Brabant town of Lier makes clear how formal statutes and categoriessuch as citizenship might influence the structural integration, but could at the same timebe only loosely connected to informal identifications. Although citizenship was neitherthe proof of nor the condition for an alliance with the town, it nevertheless had a meaning.Establishing temporary trust, it furthered social interaction, which was the breedingground of identity formation. This identity formation was above all a dynamic and neverendingprocess in which time played a crucial but equivocal role.


2013 ◽  
Vol 23 (1) ◽  
pp. 214-226 ◽  
Author(s):  
Shane B. Duggan

This article draws upon the orientation ‘blog’ posts from a current PhD study focusing on identity formation in young people undertaking their final year of secondary schooling within the Victorian Certificate of Education (VCE). It critically investigates how participants define the ‘purpose’ of their engagement with the study and the subjectivities they employ in those interactions. The online blogs designed for this study are intended to create a space in which participants are able to act a-synchronously and discuss their ‘day-to-day’ experiences of the VCE. A key focus of this paper is to explicate the nature of this activity as performative, that is, participants contributing to blogs actively consider the nature of their engagement and construct an implicit ‘Other’ — a relationship that is informed by the purpose for participating in the research. Utilising Deleuze’s concept of ‘becoming’ (1987) along with a narrative methods framework (Riessman, 2008), it investigates the concept of ‘Other’ and will trace the process of ‘becoming storyteller’ as an active performance in Blog participation.


Sign in / Sign up

Export Citation Format

Share Document