This collection reprints key articles written within the past 30 years on the Annales school, their journal, their influence on history, historiography and other academic fields.

In Carriers of Growth? Ann Coenen sheds new light on the vigorous debate about international trade and economic development in the Early Modern Period. The Austrian Netherlands offer an intriguing case that challenges ruling opinions within the largely Anglo-Saxon literature. By focusing on a number of key trade sectors (salt, textiles, colonial commodities, coal and grain) Ann Coenen exposes the various effects of trade and trade policy throughout all layers of the eighteenth-century society.

This Handbook provides a systematic and analytical approach to the various dimensions of international, ethnic and domestic conflict over the uses of national history in education since the end of the Cold War. With an upsurge in political, social and cultural upheaval, particularly since the fall of state socialism in Europe, the importance of history textbooks and curricula as tools for influencing the outlooks of entire generations is thrown into sharp relief. Using case studies from 58 countries, this book explores how history education has had the potential to shape political allegiances and collective identities. The contributors highlight the key issues over which conflict has emerged – including the legacies of socialism and communism, war, dictatorships and genocide – issues which frequently point to tensions between adhering to and challenging the idea of a cohesive national identity and historical narrative. Global in scope, the Handbook will appeal to a diverse academic audience, including historians, political scientists, educationists, psychologists, sociologists and scholars working in the field of cultural and media studies.

The five review articles included in this volume were produced by the Dutch History Seminar of the University of London with the assistance of several Belgian and Dutch historians. They first appeared in the volumes VI-X of the Acta Historiae Neerlandicae (in 1978 renamed The Low Countries History Yearbook), a periodical published by the Dutch Historical Society with the objective of bringing new pUblications on the history of the Low Countries in the Dutch language to the attention of English-speaking historians. These articles have been republished and provided with indexes in the hope that in this form they will also prove to be useful to students of Belgian and Dutch history who have not been regular readers of the Acta. Should this pUblication be favourably received a subsequent volume covering the years 1976-1981 may be issued. THE EDITORS VII Survey of recent Dutch Historiography ALICE C. CARTER, Editor INTRODUCTION This bibliographical article has been put together by members of the Dutch history seminar held at London University's Institute of Historical Research. The article is intended for non-Dutch-reading scholars and indeed all who are interested in Netherlands history. An attempt has been made, and will continue to be made, to survey important works published in the year previous to that in which the article is drawn up. This year we have concerned ourselves with books or in the earlier part of 1971.

Developments in educational systems worldwide have largely contributed to the modernization and globalization of present-day society. However, in order to fully understand their impact, educational systems must be interpreted against a background of particular situations and contexts. This textbook brings together more than twenty (collaborative) contributions focusing on the two key themes in the work of Marc Depaepe: educationalization and appropriation. Compiled for his international master classes, these selected writings provide not only a thorough introduction to the history of modern educational systems, but also a twenty-five-year overview of the work of a well-known pioneer in the field of history of education. Covering the modernization of schooling in Western history, the characteristics and origins of educationalization, the colonial experience in education, and the process of "appropriation," Between Educationalization and Appropriation will be of great interest to a larger audience of scholars in the social sciences.

This book brings recent insights about sovereignty and citizen participation in the Belgian Constitution to scholars in the fields of law, philosophy, history, and politics. Throughout the Western world, there are increasing calls for greater citizen participation. Referendums, citizen councils, and other forms of direct democracy are considered necessary antidotes to a growing hostility towards traditional party politics. This book focuses on the Belgian debate, where the introduction of participatory politics has stalled because of an ambiguity in the Constitution. Scholars and judges generally claim that the Belgian Constitution gives ultimate power to the nation, which can only speak through representation in parliament. In light of this, direct democracy would be an unconstitutional power grab by the current generation of citizens. This book critically investigates this received interpretation of the Constitution and, by reaching back to the debates among Belgium’s 1831 founding fathers, concludes that it is untenable. The spirit, if not the text, of the Belgian Constitution allows for more popular participation than present-day jurisprudence admits. This book is the first to make recent debates in this field accessible to international scholars. It provides a rare source of information on Belgium’s 1831 Constitution, which was in its time seen as modern constitutionalism’s greatest triumph and which became a model for countless other constitutions. Yet the questions it asks reverberate far beyond Belgium. Combining new insights from law, philosophy, history, and politics, this book is a showcase for continental constitutional theory. It will be a valuable resource for academics and researchers in constitutional law, political and legal philosophy, and legal history.

This book explores the political ideas of the Belgian Revolution of 1830, which led to the break-up of the Restoration state of the ‘united’ Kingdom of the Netherlands. It uncovers the origins of liberalism and political Catholicism in the Southern Netherlands in the wake of the French Revolution, and traces the development of political language in the context of the tensions between the Northern and Southern part of the united Netherlands. It shows how differences in ‘Dutch’ and ‘Belgian’ political and intellectual history resulted in different understandings of essential political concepts such as ‘sovereignty’ and ‘balance of powers’, as well as of the nature of the constitutional order of 1815. Finally, it traces the emergence of Belgian nationalism within the discourse of opposition against the government. Stefaan Marteel therefore provides a fresh perspective on the intellectual background of the rise of the nation-state in the nineteenth century.

An assessment of the role of the Middle Ages in national historiography and in modern conceptions of national identity, looking at relatively young nations, and regions which claim national traditions but were slow to achieve, or regain, separate statehood. Examples range from Ireland and Iceland through Austria and Italy to Finland and Greece.