Patriotic History And The Re Nationalization Of Memory

This book charts and traces state-mandated or state-encouraged "patriotic" histories that have recently emerged in many places around the globe. Such "patriotic" histories can revolve around both affirmative interpretations of the past and celebration of national achievements. They can also entail explicitly denialist stances against acknowledging responsibility for past atrocities, even to the extent of celebrating perpetrators. Whereas in some cases "patriotic" history takes the shape of a coherent doctrine, in others they remain limited to loosely connected narratives. By combining nationalist and narcissist narratives, and by disregarding or distorting historical evidence, "patriotic" history promotes mythified, monumental, and moralistic interpretations of the past that posit partisan and authoritarian essentialisms and exceptionalisms. Whereas the global debates in interdisciplinary memory studies revolve around concepts like cosmopolitan, global, multidirectional, relational, transcultural, and transnational memory, to mention but a few, the actual socio-political uses of history remain strikingly nation-centred and one-dimensional. This volume collects fifteen caste studies of such "nationalizations of history" ranging from China to the Baltic states. They highlight three features of this phenomenon: the ruthlessness of methods applied by many state authorities to impose certain interpretations of the past, the increasing discrepancy between professional and political approaches to collective memory, and the new "post-truth" context.This book will be of interest to students and researchers of international politics, the radical right and global history. It was originally published as a special issue of the Journal of Genocide Research.

This book charts and traces state-mandated or state-encouraged “patriotic” histories that have recently emerged in many places around the globe. Such “patriotic” histories can revolve around both affirmative interpretations of the past and celebration of national achievements. They can also entail explicitly denialist stances against acknowledging responsibility for past atrocities, even to the extent of celebrating perpetrators. Whereas in some cases “patriotic” history takes the shape of a coherent doctrine, in others they remain limited to loosely connected narratives. By combining nationalist and narcissist narratives, and by disregarding or distorting historical evidence, “patriotic” history promotes mythified, monumental, and moralistic interpretations of the past that posit partisan and authoritarian essentialisms and exceptionalisms. Whereas the global debates in interdisciplinary memory studies revolve around concepts like cosmopolitan, global, multidirectional, relational, transcultural, and transnational memory, to mention but a few, the actual socio-political uses of history remain strikingly nation-centred and one-dimensional. This volume collects fifteen caste studies of such “nationalizations of history” ranging from China to the Baltic states. They highlight three features of this phenomenon: the ruthlessness of methods applied by many state authorities to impose certain interpretations of the past, the increasing discrepancy between professional and political approaches to collective memory, and the new “post-truth” context. This book will be of interest to students and researchers of international politics, the radical right and global history. It was originally published as a special issue of the Journal of Genocide Research.

Providing a novel multi-disciplinary theorization of memory politics, this insightful Handbook brings varied literatures into a focused dialogue on the ways in which the past is remembered and how these influence transnational, interstate, and global politics in the present.

This edited book explores the problems and challenges of negotiating the representation of ethnic minorities within history education. It investigates how states balance the (non-)acknowledgement of the reality of cultural or religious diversity, and the promotion of a point of convergence in history education to foster national identity. Shifting our attention away from the intractable challenges posed by post-conflict countries for reconciliation, the contributors draw attention to the need to explore ways to prevent or pre-empt conflicts and exclusion through history education, which could contribute to developing a more sustainable culture of peace. Drawing on a wide range of contexts and sources, this book asks how history education could contribute to forming critical, historically informed, and committed young citizens. The book will be of interest to students and academics working on themes such as nationalism, citizenship, ethnicity, history education, multicultural education, peace studies and area studies, as well as practitioners in the fields of history, social studies, civic or citizenship.

This edited collection contributes to the current vivid multidisciplinary debate on East European memory politics and the post-communist instrumentalization and re-mythologization of World War II memories. The book focuses on the three Slavic countries of post-Soviet Eastern Europe – Russia, Ukraine and Belarus – the epicentre of Soviet war suffering, and the heartland of the Soviet war myth. The collection gives insight into the persistence of the Soviet commemorative culture and the myth of the Great Patriotic War in the post-Soviet space. It also demonstrates that for geopolitical, cultural, and historical reasons the political uses of World War II differ significantly across Ukraine, Russia and Belarus, with important ramifications for future developments in the region and beyond. The chapters 'Introduction: War and Memory in Russia, Ukraine and Belarus', ‘From the Trauma of Stalinism to the Triumph of Stalingrad: The Toponymic Dispute over Volgograd’ and 'The “Partisan Republic”: Colonial Myths and Memory Wars in Belarus' are published open access under a CC BY 4.0 license at link.springer.com. The chapter 'Memory, Kinship, and Mobilization of the Dead: The Russian State and the “Immortal Regiment” Movement' is published open access under a CC BY-NC-ND 4.0 license at link.springer.com.

In historical studies, 'collective memory' is most often viewed as the product of nationalizing strategies carried out by political élites in the hope to create homogeneous nation-states. In contrast, this book asserts that collective memories develop out of a never-ending, triangular negotiation between local, national and transnational actors.

Appearing on the world stage in 1918, Lithuania suffered numerous invasions, border changes and large scale population displacements.The successive occupations of Stalin in 1940 and Hitler in 1941, mass deportations to the Gulag and the elimination of the Jewish community in the Holocaust gave the horrors of World War II a special ferocity. Moreover, the fighting continued after 1945 with the anti-Soviet insurrection, crushed through mass deportations and forced collectivization in 1948-1951. At no point, however, did the process of national consolidation take a pause, making Lithuania an improbably representative case study of successful nation-building in this troubled region. As postwar reconstruction gained pace, ethnic Lithuanians from the countryside – the only community to remain after the war in significant numbers – were mobilized to work in the cities. They streamed into factory and university alike, creating a modern urban society, with new elites who had a surprising degree of freedom to promote national culture. This book describes how the national cultural elites constructed a Soviet Lithuanian identity against a backdrop of forced modernization in the fifties and sixties, and how they subsequently took it apart by evoking the memory of traumatic displacement in the seventies and eighties, later emerging as prominent leaders of the popular movement against Soviet rule.

How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.