Personal and Collective Memories in the Works of Svetlana Alexievich

2020 ◽  
Vol 32 (2) ◽  
pp. 78
Author(s):  
Lenart-Cheng
Keyword(s):  
Author(s):  
James J. Coleman

At a time when the Union between Scotland and England is once again under the spotlight, Remembering the Past in Nineteenth-Century Scotland examines the way in which Scotland’s national heroes were once remembered as champions of both Scottish and British patriotism. Whereas 19th-century Scotland is popularly depicted as a mire of sentimental Jacobitism and kow-towing unionism, this book shows how Scotland’s national heroes were once the embodiment of a consistent, expressive and robust view of Scottish nationality. Whether celebrating the legacy of William Wallace and Robert Bruce, the reformer John Knox, the Covenanters, 19th-century Scots rooted their national heroes in a Presbyterian and unionist view of Scotland’s past. Examined through the prism of commemoration, this book uncovers collective memories of Scotland’s past entirely opposed to 21st-century assumptions of medieval proto-nationalism and Calvinist misery. Detailed studies of 19th-century commemoration of Scotland’s national heroes Uncovers an all but forgotten interpretation of these ‘great Scots’ Shines a new light on the mindset of nineteenth-century Scottish national identity as being comfortably Scottish and British Overturns the prevailing view of Victorian Scottishness as parochial, sentimental tartanry


Author(s):  
Leila Mahmoudi Farahani ◽  
Marzieh Setayesh ◽  
Leila Shokrollahi

A landscape or site, which has been inhabited for long, consists of layers of history. This history is sometimes reserved in forms of small physical remnants, monuments, memorials, names or collective memories of destruction and reconstruction. In this sense, a site/landscape can be presumed as what Derrida refers to as a “palimpsest”. A palimpsest whose character is identified in a duality between the existing layers of meaning accumulated through time, and the act of erasing them to make room for the new to appear. In this study, the spatial collective memory of the Chahar Bagh site which is located in the historical centre of Shiraz will be investigated as a contextualized palimpsest, with various projects adjacent one another; each conceptualized and constructed within various historical settings; while the site as a heritage is still an active part of the city’s cultural life. Through analysing the different layers of meaning corresponding to these adjacent projects, a number of principals for reading the complexities of similar historical sites can be driven.


2015 ◽  
Vol 7 (2) ◽  
pp. 10-28 ◽  
Author(s):  
Meenakshi Chhabra

This article is an epistemological reflection on memory practices in the construction, deconstruction, and reconstruction of collective memories of a historical event involving collective violence and conflict in formal and informal spaces of education. It focuses on the 1947 British India Partition of Punjab. The article engages with multiple memory practices of Partition carried out through personal narrative, interactions between Indian and Pakistani secondary school pupils, history textbook contents, and their enactment in the classroom by teachers. It sheds light on the complex dynamic between collective memory and history education about events of violent conflict, and explores opportunities for and challenges to intercepting hegemonic remembering of a violent past.


2017 ◽  
Vol 49 (2) ◽  
pp. 27-49
Author(s):  
Outi J. Hakola

Cultural traumas are social, discursive and narrative processes where traumatic events, such as Hurricane Katrina in 2005, and their memories are described and interpreted. In fiction, in this case in HBO’s drama series Treme (2010-2013), trauma-related experiences are given meaning through narration, and in this mediation process collective memories are constructed. In this article, I analyze the ways in which the narration of Treme represents loss and remembering. I argue that by emphasizing sentimental nostalgia and the emotional reactions of the characters, the narration aims to create sympathy and empathy in the viewers, and in this way the drama series creates an emotional public sphere for the discussions over the rebuilding of post-Katrina New Orleans.


Author(s):  
Margaretta Jolly

This ground-breaking history of the UK Women’s Liberation Movement explores the individual and collective memories of women at its heart. Spanning at least two generations and four nations, and moving through the tumultuous decades from the 1970s to the present, the narrative is powered by feminist oral history, notably the British Library’s Sisterhood and After: The Women’s Liberation Oral History Project. The book mines these precious archives to bring fresh insight into the lives of activists and the campaigns and ideas they mobilised. It navigates still-contested questions of class, race, violence, and upbringing—as well as the intimacies, sexualities and passions that helped fire women’s liberation—and shows why many feminists still regard notions of ‘equality’ or even ‘equal rights’ as insufficient. It casts new light on iconic campaigns and actions in what is sometimes simplified as feminism’s ‘second wave’, and enlivens a narrative too easily framed by ideological abstraction with candid, insightful, sometimes painful personal accounts of national and less well-known women activists. They describe lives shaped not only by structures of race, class, gender, sexuality and physical ability, but by education, age, love and cultural taste. At the same time, they offer extraordinary insights into feminist lifestyles and domestic pleasures, and the crossovers and conflicts between feminists. The work draws on oral history’s strength as creative method, as seen with its conclusion, where readers are urged to enter the archives of feminist memory and use what they find there to shape their own political futures.


Author(s):  
Laura Jeanne Sims

This chapter examines how the French state created a crisis through its management of the arrival and installation of the Harkis in 1962. The Harkis, Algerians of North African origin who supported the French army during the Algerian War of Independence (1954-1962), faced reprisal violence in Algeria at the end of the war and many were forced to migrate with their families to France. In response, French officials attempted to prevent the Harkis from escaping to France and placed some of those who succeeded in internment camps. Comparing the treatment of the Harkis with that of the Pieds-Noirs, the descendants of European settlers in Algeria who likewise fled to France in 1962, highlights the structural racism underlying French perceptions of and reactions to Harki migration. This chapter also explores the ways in which second-generation Harkis have constructed collective memories of the crisis and their attempts to hold the state responsible for its actions.


Author(s):  
Luma da Rocha Seixas ◽  
Alex Sandro Gomes ◽  
Ivanildo José de Melo Filho ◽  
Rosane Maria Alencar da Silva

2021 ◽  
Vol 40 (3) ◽  
pp. 303-315
Author(s):  
Marit Honerød Hoveid

AbstractThis is an explorative work on teaching. The understanding of teaching that I use in my work is that teaching is action, it happens in the present – here and now. So, while teaching refers to shorter timespans, education in this understanding refers to timespans that are of a longer duration, meaning education is communication between generations (Hoveid and Hoveid 2019). The notion of teaching I explore draw from experiences, for my own part between nature, dog and human. These are experiences of sensing where one flows through and interconnects with others, so that boundaries are difficult to discern, and hence boundaries are not the point, but rather how sensing bodies and ‘movements between’ create experiences that are constitutive of who we become both as dog and human, in/with nature. Here I am not referring this to learning, as is usual in the equation “teaching and learning”. This does not mean learning is irrelevant, but rather that it is such an encompassing concept I cannot deal with it satisfactorily in this article. Also, I go beyond what is commonly understood as learning, in terms of making a change in someone’s cognitive or emotional structures. This article explores the kind of experiences our sensing body furnish us with and how these transfer to memory, in the here and now bodies sense, and how this creates memories. I argue this is especially important to recognize in teaching, but seldom addressed. I suggest we pay more attention to these experiences of sensing and how it becomes part of individual and collective memories. To me this is a vital and integral part in all teaching, in the present.


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