Collective memory and fascist legacies in Western Europe

2019 ◽  
pp. 108-131
Author(s):  
Luca Manucci
2007 ◽  
Vol 16 (4) ◽  
pp. 427-444 ◽  
Author(s):  
PIERRE PURSEIGLE

AbstractIn the wake of the German invasion of Belgium and France in August 1914, four million persons went into exile. While such a displacement of population testified to a dramatic change in the character of war in western Europe, historiography and collective memory alike have so far concurred in marginalising the experience of refugees during the First World War. This article examines their unprecedented encounter with host communities in France and Great Britain. It demonstrates that the refugees' plight reveals the strengths as well as the tensions inherent in the process of social mobilisation that was inseparable from the First World War.


2018 ◽  
Vol 27 (2) ◽  
pp. 148-166 ◽  
Author(s):  
Amanda M. Brian

During and after the First World War, authors in several of the main belligerent nations presented the war as a young man's war. The young man's war proved to be a powerful trope, and a myth emerged about the typical trench soldier as handsome, white, and eighteen. In this article, I examine literature about the Great War across several nations – primarily Germany, Great Britain, and France – to demonstrate how and why youth became embedded in the collective memory and representation of the war. I argue, in part, that notions of youth in the early twentieth century allowed participating nations to emphasise innocence and tragedy, claiming the moral high ground in the process. As a result, it is now difficult to accurately depict the First World War soldiers as fathers as well as sons, husbands as well as fiancés, men with careers as well as boys fresh from school. The generation of 1914 must be conceived more broadly, which would disallow easy teleologies to later tragic events in the 1930s.


Author(s):  
Raphael Georg Kiesewetter ◽  
Robert Muller

2013 ◽  
Vol 72 (2) ◽  
pp. 71-78
Author(s):  
Sophie Richardot

The aim of this study is to understand to what extent soliciting collective memory facilitates the appropriation of knowledge. After being informed about Milgram’s experiment on obedience to authority, students were asked to mention historical or contemporary events that came to mind while thinking about submission to authority. Main results of the factorial analysis show that the students who do not believe in the reproducibility of the experimental results oppose dramatic past events to a peaceful present, whereas those who do believe in the reproducibility of the results also mention dramatic contemporary events, thus linking past and present. Moreover, the students who do not accept the results for today personify historical events, whereas those who fully accept them generalize their impact. Therefore, according to their attitude toward this objet of knowledge, the students refer to two kinds of memory: a “closed memory,” which tends to relegate Milgram’s results to ancient history; and an “open memory,” which, on the contrary, transforms past events into a concept that helps them understand the present. Soliciting collective memory may contribute to the appropriation of knowledge provided the memory activated is an “open” one, linking past to present and going beyond the singularity of the event.


Sign in / Sign up

Export Citation Format

Share Document