scholarly journals Post-Soviet Ukrainian Historiography: The New Canon of National History

2021 ◽  
Vol 5 (4) ◽  
pp. 101-109
Author(s):  
Tatiana G. Pashkovskaya ◽  
Keyword(s):  
1970 ◽  
Vol 13 (1) ◽  
pp. 110-115
Author(s):  
Sunhaji Sunhaji

The process of education must apply with “Learning Process Skill”, not “Learning Concept”. Process approach marked with student centered curricula, not teacher centered. Role of teacher is as facilitator, mediator, dynamizing, organizing, and catalyst to apply “dialog” as spirit of education process. Critical education model is an education that independent from internal-institutional fetter, social hegemony, or structured to maintain political and economical stability. These happen in the length of our national history, then produce tame-weak human accorded to system condition. Whereas, education is human right, even people right to enhance its maturity, self-identity, and independence to serve his function to his God. .


2019 ◽  
Vol 26 (2) ◽  
pp. 74-79
Author(s):  
Raya Nurkulova ◽  

The article highlights the historic significance of Islam Karimov's election as President of Uzbekistan in the most turbulent and dangerous period of our national history, at the height of the conflict, the threat of war between nations and citizens in the country, and the economy


2020 ◽  
Vol 9 (1) ◽  
pp. 51-73
Author(s):  
Alena Marková

Abstract Belarusian institutional historical memory (as defined by Richard Ned Lebow) and the interpretation of Belarusian national history have experienced radical shifts in the past several decades. The first shift (1990–1994) was characterized by radical rejection of the interpretational and methodological patterns of the Soviet period, resulting in the creation of a new concept of Belarusian national history and historical narrative. The second shift in the existing historical narrative and institutional memory followed rapidly. It came with the transformation from a parliamentary republic into a parliamentary-presidential (1994) and then presidential republic (1996). The second wave demonstrated a clear shift towards a methodological, theoretical approach and terminological framework typical of the historiography of the Soviet period. These changes were in response to the growing demands for ideological control of institutionalized historical research supported by the government in the same decade. One of the characteristic features of recent Belarusian state-sponsored historiography (Lyč, Chigrinov, Marcuĺ, Novik and others) is the linking of post-Soviet national initiatives to Nazi occupation and collaboration in World War II. Another typical feature is simplifying historical explanations and often using undisguised pejorative terminology. The last shift in institutional historical memory also resulted in further re-interpretations of many symbolic centres and milestones of Belarusian history (for example, the period of the first years of post-Soviet independence, the introduction of new national symbols (Pahonia coat of arms and white-red-white flag) and the interwar nationality policy of Belarusization of the 1920s.)


Focaal ◽  
2019 ◽  
pp. 1-13
Author(s):  
Vasiliki P. Neofotistos

Using the Republic of North Macedonia as a case study, this article analyzes the processes through which national sports teams’ losing performance acquires a broad social and political significance. I explore claims to sporting victory as a direct product of political forces in countries located at the bottom of the global hierarchy that participate in a wider system of coercive rule, frequently referred to as empire. I also analyze how public celebrations of claimed sporting victories are intertwined with nation-building efforts, especially toward the global legitimization of a particular version of national history and heritage. The North Macedonia case provides a fruitful lens through which we can better understand unfolding sociopolitical developments, whereby imaginings of the global interlock with local interests and needs, in the Balkans and beyond.


2019 ◽  
Vol 131 (4) ◽  
pp. 469-486
Author(s):  
Francy Moreno Herrera

This paper analyzes the critical approach to Aureliano Buendia's battles in the novel One Hundred Years of Solitude. It explores the events related to historic wars and analyzes the satire behind those episodes as they are narrated in the novel. The discussion shows how the effect of the absurd not only shapes a satirical view of the National History, but it also de- velops an acute criticism of war. In addition, the paper poses some ideas about our current wars, taking into account both the notion of »trace« developed by Paul Riceur, and Aureliano Buendia's satire of war.


Author(s):  
Steven Gunn

Henry VIII fought many wars, against the French and Scots, against rebels in England and the Gaelic lords of Ireland, even against his traditional allies in the Low Countries. But how much did they really affect his subjects? And what role did Henry’s reign play in the long-term transformation of England’s military capabilities? This book searches for the answers to these questions in parish and borough account books, wills and memoirs, buildings and paintings, letters from Henry’s captains, and the notes readers wrote in their printed history books. It looks back from Henry’s reign to that of his grandfather, Edward IV, who in 1475 invaded France in the afterglow of the Hundred Years War, and forwards to that of Henry’s daughter Elizabeth, who was trying by the 1570s to shape a trained militia and a powerful navy to defend England in a Europe increasingly polarized by religion. War, it shows, marked Henry’s England at every turn: in the news and prophecies people discussed, in the money towns and villages spent on armour, guns, fortifications, and warning beacons, in the way noblemen used their power. War disturbed economic life, made men buy weapons and learn how to use them, and shaped people’s attitudes to the king and to national history. War mobilized a high proportion of the English population and conditioned their relationships with the French and Scots, the Welsh and the Irish. War should be recognized as one of the defining features of life in the England of Henry VIII.


1994 ◽  
Vol 25 (3) ◽  
pp. 129-133
Author(s):  
Nicola J. Watson
Keyword(s):  

2011 ◽  
Vol 39 (1) ◽  
pp. 117-124 ◽  
Author(s):  
Serhii Plokhy

“Getting history wrong is an essential factor in the formation of a nation,” wrote Ernest Renan, basing this observation on his analysis of the nation-building experience in nineteenth-century Europe (qtd. in Eric Hobsbawm,On History.New York: New York Press, 1997: 270; for a different translation of the same sentiment, see Ernest Renan, “What is a Nation,” inNationalism in Europe from 1815 to the Present: A Reader.Ed. Stuart Woolf. London: Routledge, 1996: 50). Many historians today tend to agree with Renan's statement and are doing their best to “get history right” as they search for alternatives to national history. More often than not they face an uphill battle in that regard, both within and outside their profession.


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