The Test: Ritual as a Framing Device in the Construction of Cultural Nationalism

2015 ◽  
Vol 23 (2) ◽  
pp. 3-28
Author(s):  
Howard Lune
Keyword(s):  
Cultural Nationalism ◽  
Irish Nationalism ◽  
British Rule ◽  
Cultural Construct ◽  
Rhetorical Function ◽  
New Vision ◽  
Do So ◽  
United Irishmen

Organised movements that challenge a government must construct and frame their own visions of the nation that legitimate their challenge. To do so, they may attempt to mobilise a cultural nationalism to supersede dominant political nationalisms. An alternative cultural nationalism can appeal to patriotism while undermining the legitimacy of a standing government. Such work is subtle, particularly when direct challenges to authority are proscribed by law. Organisational rituals of belonging are powerful tools in this process. Ritual repetition of key framing ideas can unite members around the cultural construct of the movement without directly addressing their targets. This paper examines the organisation of the Society of United Irishmen (1791–98) and their use of a membership ‘test’ ritual. The test epitomised the primary work of the society which entailed the construction of a new vision of Irish nationalism. As the Society transitioned from its rhetorical function to organising an actual rising against British rule, the Society's test and related rituals changed to reflect this shift. While the rising itself failed, the cultural construct endured.

Lord Dufferin and the Indian National Congress, 1885–1888

1967 ◽  
Vol 7 (1) ◽  
pp. 68-96 ◽  
Author(s):  
Briton Martin
Keyword(s):  
Indian Society ◽  
Public Employment ◽  
The Public ◽  
Critical Questions ◽  
New Class ◽  
British Rule ◽  
Growing Body ◽  
National Congress ◽  
The Government ◽  
Do So

In the spring of 1884 shortly before his viceroyalty came to an end, Lord Ripon wrote in an urgent manner to Lord Kimberley, then Secretary of State for India, about one of the more critical questions of policy confronting the Government of India: “You may rely upon it that there are few Indian questions of greater importance in the present day than those which relate to the mode in which we are to deal with the growing body of Natives educated by ourselves in Western learning and Western ideas.” Ripon was pointing to the existence of a new class of English-educated Indians within British-Indian society and to the failure of the Government of India to acknowledge this class and to absorb its talents and influence within the structure of British-Indian administration. That this problem begged for a realistic solution by 1884 and that it would continue to do so in the years ahead, he had no doubts whatsoever; it had been left too long to fester in a mode both damaging to the class itself and dangerous to British rule. In short, the English-educated Indian class had become a question of policy.Simply stated, as the opportunities for Western collegiate education expanded and the avenues leading towards entry into the East India Company's service became available, the doors either failed to open or were placed out of the reach of the educated Indians seeking entry. By 1850, with the new class in existence in limited numbers in Calcutta, Bombay, Madras, and Delhi and with additional graduates appearing annually to swell its ranks, frustrations began to emerge as the graduates found themselves unable to secure the public employment which the Charter Act of 1833 had implied was to be their just right.

Wild and Bitter Fruits and Royal Pains

2019 ◽  
pp. 146-216
Author(s):  
Brendan O’Leary
Keyword(s):  
Early Modern ◽  
Old English ◽  
Irish Nationalism ◽  
United Irishmen

This chapter portrays the formation of early modern Ireland through to the formation and defeat of the United Irishmen. The conquest, and three subsequent reconquests, of Ulster and Ireland over two centuries, and their legacies, are traced. The reactive fusion of the Gaelic Irish and the Old English in the first manifestations of modern Irish nationalism are treated. The plantation of Ulster, the Ulster Rising of 1641, the War of the Three Kingdoms, and the Cromwellian conquest and its legacies are surveyed in turn, before a comparative portrayal of the penal laws and the impacts of the American and French revolutions are introduced. The costs of the failure of the United Irishmen are assessed.

scholarly journals Trends in the Internet of Things

TecnoLógicas ◽  
2019 ◽  
Vol 22 (44) ◽  
pp. I-II ◽  
Author(s):  
Juan Botero Valencia ◽  
Luis Castaño Londoño ◽  
David Marquez Viloria
Keyword(s):  
Internet Of Things ◽  
Technological Development ◽  
The Internet ◽  
Daily Lives ◽  
Challenges And Opportunities ◽  
New Vision ◽  
General Aspects ◽  
The Internet Of Things ◽  
Do So ◽  
Scientific And Technological Development

The Internet of Things continues to set the pace of many aspects of the scientific and technological development worldwide. Moreover, it is expected to do so, at least, for the next ten years, according to forecasts that predict trillions of devices connected to the Internet [1]. In addition to influencing different factors of people’s daily lives, this new vision of the world poses a series of challenges and opportunities that have an effect on general aspects of the economy and politics.

Tācippeṇ, The Dancing Girl: Entangled questions of social and aesthetic reform in a Tamil drama by Pammal Campanta Mutaliyār (1873–1964)

2021 ◽  
Vol 5 (1) ◽  
pp. 115-136 ◽  
Author(s):  
Davesh Soneji
Keyword(s):  
Twentieth Century ◽  
Social Change ◽  
Social Reform ◽  
New Vision ◽  
The Aesthetic ◽  
Mixed Gender ◽  
Legal Interventions ◽  
Do So

Pammal Campanta Mutaliyār (1873–1964) is generally regarded as the ‘father of the modern Tamil theatre’. In this article I examine how Pammal’s non-mythological and non-Shakespearean dramas – that is, what he termed his ‘social dramas’ – were woven into different domains and constituencies that saw themselves as agents for social change. I argue that his engagement with projects of civic and social reform ran parallel to his ideas about the aesthetic reform of the Tamil drama itself. Beginning in the first decade of the twentieth century, Pammal’s dramas self-consciously attempt to rid themselves of what Pammal understands as the aesthetic excesses of the Parsi-inflected Tamil theatre, including its densely musical nature and its increasingly mixed-gender cast. Tācippeṇ, The Dancing Girl (1928), a drama that deals with devadāsī reform, perhaps best exemplifies the simultaneity and intertwined nature of Pammal’s programmes. It was composed on the eve of reformer Dr Muthulakshmi Reddy’s earliest legal interventions towards the abolishment of devadāsī lifestyles and is a deeply self-reflexive work. Not only does it stage well-established tropes about devadāsī reform, but it deploys the idiom of Pammal’s new vision of the modern Tamil theatre – bereft of its musical temperament and performed exclusively by men – to do so.

“The Sinn Féin of India”: Irish Nationalism and the Policing of Revolutionary Terrorism in Bengal

2000 ◽  
Vol 39 (4) ◽  
pp. 454-486 ◽  
Author(s):  
Michael Silvestri
Keyword(s):  
British Empire ◽  
Second World War ◽  
Irish Nationalism ◽  
Indian History ◽  
British Rule ◽  
History Of ◽  
Indian National Army ◽  
The Government ◽  
The Relationship ◽  
Second World

A recent article in the Calcutta magazine Desh outlined the exploits of a revolutionary fighting for “national freedom” against the British Empire. The article related how, during wartime, this revolutionary traveled secretly to secure the aid of Britain's enemies in starting a rebellion in his country. His mission failed, but this “selfless patriot” gained immortality as a nationalist hero. For an Indian—and particularly a Bengali—audience, the logical protagonist of this story would be the Bengali nationalist leader Subhas Chandra Bose. Bose, the former president of the Indian National Congress, assumed the leadership of the Indian National Army with the support of the Japanese imperial government during the Second World War in the hopes of freeing India from British rule. The subject of the story, however, was not Bose, but the United Irishmen leader Theobald Wolfe Tone and his efforts in 1796 to secure assistance for an Irish rebellion from the government of Revolutionary France. The article went on to narrate how Ireland had been held in the “grip of imperialism” for an even longer period of time than India and concluded that the Irish and Indian nationalist movements were linked by a history of rebellion against British rule.As the Desh article illustrates, the popular image of the relationship between Ireland and India within the British Empire has been that of two subject peoples striving for national freedom. This linkage of Irish and Indian history has had particular resonance in Bengal.

In Search of One Word's Meaning: Zaman in Early Twentieth-Century Kano

1997 ◽  
Vol 24 ◽  
pp. 95-115 ◽  
Author(s):  
Allan Christelow
Keyword(s):  
Twentieth Century ◽  
West African ◽  
Colonial Rule ◽  
Oral Discourse ◽  
Early Twentieth Century ◽  
British Rule ◽  
Do So

When Caliph Attahiru of Sokoto chose flight over submission to the British in March 1903, it was left to the blind and aging Waziri, Muhammad al-Bukhari, to provide those who remained behind with an explanation of how they could remain good Muslims while accepting infidel rule. Citing a text of the caliphate's founder, Shehu ʿUthman Dan Fodio, he argued that one could befriend the British with the tongue, without befriending them with the heart. It remained for others to develop the vocabulary that their tongues would need for this task.A particularly intriguing item in the vocabulary that emerged during the turbulent first decade of colonial rule was a new usage of zaman(time, era) that occurs in the records of the Emir of Kano's judicial council in such terms as hukm al-zaman (rule of the era) and ʿumur al-zaman (things of the era). It is worth noting that the judicial council did not keep written records before being instructed to do so by British Resident C.L. Temple in 1909, so the records might be seen as preserving what was essentially oral discourse—expressions of the tongue. These terms occur uniquely in relation to legal matters in which the British had intervened. Understanding them can shed new light on the religious and political adaptation of northern Nigerian Muslim leaders to life under British rule. To explore their meaning requires a threefold process of examining various usages and understandings of zaman in non-legal sources; describing how the judicial council used the word; and then analyzing how this usage may have been related to any of a number of influences, ranging from British officials to West African Islamic scholars to Western-educated North Africans passing through the region.

scholarly journals Aprendizaje y Competencias. Una nueva mirada

2014 ◽  
Vol 20 (3) ◽  
pp. 312 ◽  
Author(s):  
Fuensanta Hernández Pina ◽  
Pilar Martínez Clares ◽  
Mirian Martínez Juárez ◽  
Fuensanta Monroy Hernández
Keyword(s):  
Bologna Process ◽  
Conceptions Of Learning ◽  
Qualitative And Quantitative ◽  
Future Challenges ◽  
Current Events ◽  
Different Dimensions ◽  
New Vision ◽  
Action Competence ◽  
The Bologna Process ◽  
Do So

RESUMENLos retos más importantes a los que se enfrenta la sociedad del Siglo XXI es el aprendizaje a lo largo de la vida y la formación basada en competencias. El aprendizaje ya no se ve como un proceso pasivo que se lleva a cabo en espacios formales, sino como algo que tiene lugar a lo largo y ancho de la vida. Ahora más que nunca es necesario un aprendizaje continuo y permanente y este cambio demanda un modelo de educación centrado en el aprendizaje y en la formación integral y basada en competencias. Entorno a toda esta corriente se desarrolla un interesante corpus de investigaciones, teorías y modelos que sitúan al aprendiz (estudiante) como “el actor social protagonista” de este proceso. Respecto a las competencias, término actualmente tan complejo como poliédrico, se aboga por una formación integral basada en las mismas con la intención, de capacitar a las personas no sólo para el presente sino para los futuros retos con los que se deberá enfrentar. En este trabajo se presenta una nueva visión de estos dos elementos, tan necesarios y emergentes en el Proceso de Bolonia, en el que estamos inmersos. Para ello hemos hecho una integración de las distintas dimensiones de la Competencia de Acción Profesional (C.A.P.) en las concepciones cualitativas y cuantitativas del aprendizaje y la enseñanza.ABSTRACTThe most important challenges faced by today’s society is lifelong learning and competence-based training. Learning is no longer seen as a passive process carried out in formal environments, but should be reconceptualised as a lifelong and life-wide development. Continuous, permanent training is more important than ever before and these changes demand an educational model based on learning and on comprehensive, competence-based training. In order to explain such a phenomenon, a number of research studies, theories and models have been carried out, which position the learner as “main social actor” of this process. With regard to competences (term coined nowadays which seems to be both complex and multifunctional), comprehensive training based on competences is fostered, which enables people to confront, not only current events but also future challenges. This paper presents a new vision of these two aspects bearing in mind the importance of learning and competences in the Bologna Process. In order to do so, we integrated the different dimensions of the Professional Action Competence (C.A.P. for short) and qualitative and quantitative conceptions of learning and conceptions of teaching.

scholarly journals Irish Nationalism in the Poetry of W.B. Yeats

2021 ◽  
pp. 17-28
Author(s):  
Priyanka Maral
Keyword(s):  
Cultural Nationalism ◽  
Literary Work ◽  
Irish Nationalism

W.B. Yeats was born in 1865 near Dublin in Ireland and through his literary work contributed in the cultural nationalism of Ireland. He had visions of a future Ireland that would eventually become the modern Ireland we know and love today. He attempted to bring the country together by replacing sectarian and class allegiances with a nationalistic one. When it came to nationalism, he tried to explain the significance of love and death. In this paper, I will try to discuss Irish nationalism in the poetry of Yeats.

Giuseppe Mazzini and Irish Nationalism, 1845–70

2008 ◽  
Author(s):  
Colin Barr
Keyword(s):  
Catholic Church ◽  
Political Life ◽  
Roman Catholic Church ◽  
Irish Nationalism ◽  
The United Kingdom ◽  
British Rule ◽  
Victorian Period ◽  
Italian Nationalism ◽  
Apparent Similarity

This chapter focuses on Mazzini's profound effect on Irish political life. As elsewhere in Europe, Mazzini, with his vision of Italian nationalism, was influential in Ireland, despite his own doubts about the reality of Irish nationality. At least some Irish nationalists found in Mazzini's account of Italy under foreign rule echoes of Ireland's own experience in the United Kingdom. In 1848, for example, a group called Young Ireland attempted a rebellion against British rule. Despite the apparent similarity with other parts of Europe that also experienced nationalist revolts more or less influenced by Mazzinian ideas and models, in Ireland Mazzini's influence took a radically different turn from 1848. In Irish circumstances, no nationalist movement could hope for long-term success without the support of the Roman Catholic Church. The paradox was that that Church was both Irish and transnational; it had direct experience of Mazzini and the consequences (for the Church) of Mazzinian ideas in Italy. The course – and essential failure – of Irish nationalism in the mid-Victorian period can be traced to the influence of Mazzini on the minds of Catholic bishops who saw Irish events through Italian eyes.

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