Social psychologists argue that people’s past weighs on their present. Consistent with this view, Historical Tales and National Identity outlines a theory and a methodology which provide tools for better understanding the relation between the present psychological condition of a society and representations of its past. Author Janos Laszlo argues that various kinds of historical texts including historical textbooks, texts derived from public memory (e.g. media or oral history), novels, and folk narratives play a central part in constructing national identity. Consequently, with a proper methodology, it is possible to expose the characteristic features and contours of national identities. In this book Laszlo enhances our understanding of narrative psychology and further elaborates his narrative theory of history and identity. He offers a conceptual model that draws on diverse areas of psychology - social, political, cognitive and psychodynamics - and integrates them into a coherent whole. In addition to this conceptual contribution, he also provides a major methodological innovation: a content analytic framework and software package that can be used to analyse various kinds of historical texts and shed new light on national identity. In the second part of the book, the potential of this approach is empirically illustrated, using Hungarian national identity as the focus. The author also extends his scope to consider the potential generalizations of the approach employed. Historical Tales and National Identity will be of great interest to a broad range of student and academic readers across the social sciences and humanities: in psychology, history, cultural studies, literature, anthropology, political science, media studies, sociology and memory studies.

This book aims to enrich the thinking and discussion in relation to the importance that citizenship, immigration, rights and private laws play in the modern world. This is in a time when social cohesion and national identity is being challenged. It will explore the impact these laws have had on Australia, European Union (EU) and Slovenia. Identity and social cohesion are contested concepts and can invoke different responses. The challenges states and the EU are likely to face in retaining and even strengthening their respective identities and social cohesion from continued geopolitical shocks, security, economic volatility and environmental degradation is likely to be formidable. These alone pose some of the most complex political and policy issues facing the world. The EU can be held up as a polity that, has developed an identity and level of cohesion, while allowing member states to retain their national identities. It has, to date, also been successful in managing the rise of nationalism. However, that has come under threat in recent times. Thus, the very foundations of liberal democracy could be diluted from the impact of these challenges. Moreover, the basic foundations of rights have, in part, already been diluted from the rise of terrorism (which is acceptable), however, the geopolitical differences pose a significant challenge, in, and of themselves.

Visions of the past are crucual to the way that any community imagines itself and constructs its identity. This edited volume contains the first significant studies of the politics of history education in East Asian societies.

This book focuses on discourses of the politics of history education and history textbooks. It offers a new insight into understanding of the nexus between ideology, the state, and nation-building, as depicted in history education and school textbooks. It especially focuses on the interpretation of social and political change, significant events, looking for possible biases and omissions, leadership and the contribution of key individuals, and continuities. The book discusses various aspects of historical narratives, and some selected key events in defining identity and nation-building. It considers the role of historiography in dominant historical narratives. It analyses history education, in both local and global settings, and its significance in promoting values education and intercultural and global understanding. It is argued that historical narratives add pedagogies, grounded in constructivist, metacognitive and transformational paradigms, have the power to engage the learner in significant and meaningful learning experiences, informed by multiple discourses of our historical narratives and those of other nations.

Scientific Essay from the year 2011 in the subject Cultural Studies - Canada, York University, language: English, abstract: Many have argued that there is no such thing as a Canadian culture or identity. This article explores the history of how schools in the past have shaped a national identity and how cultures transmit their vaules and traditions to their young. This article argues that there are twelve commonplaces about Canada that all Canadians, regardless of where they live or how long they have lived here can identify with. The schools across the country have an obligation to debate, argue and explore these twelve commonplaces thereby promoting a shared Canadian culture that is fluid, flexible and evolving. It argues that these twelve are not fixed in stone but are just a starting point for "keeping the conversation going". It promotes a revisioning of our culture throiugh a myulticulturalism prism.

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.

In this enlightening book, the well-known historian William Beezley contends that a Mexican national identity was forged during the nineteenth century not by a self-anointed elite but rather by a disparate mix of ordinary people and everyday events. In examining independence festivals, childrenÕs games, annual almanacs, and the performances of itinerant puppet theaters, Beezley argues that these seemingly unrelated and commonplace occurrencesÑnot the far more self-conscious and organized efforts of politicians, teachers, and othersÑcreated a far-reaching sense of a new nation. In the century that followed MexicoÕs independence from Spain in 1821, Beezley maintains, sentiments of nationality were promulgated by people who were concerned not with the promotion of nationalism but with something far more immediateÑthe need to earn a living. These peddlers, vendors, actors, artisans, writers, publishers, and puppeteers sought widespread popular appeal so that they could earn money. According to Beezley, they constantly refined their performances, as well as the symbols and images they employed, in order to secure larger revenues. Gradually they discovered the stories, acts, and products that attracted the largest numbers of paying customers. As Beezley convincingly asserts, out of Òwhat sold to the massesÓ a collective national identity slowly emerged. Mexican National Identity makes an important contribution to the growing body of literature that explores the influences of popular culture on issues of national identity. By looking at identity as it was fashioned Òin the streets,Ó it opens new avenues for exploring identity formation more generally, not just in Mexico and Latin American countries but in every nation. Check out the New Books in History Interview with Bill Beezley!

Addresses issues of national identity and nationalism in Scotland from a political and linguistic perspective.

This book examines Joseph Stalin’s increasing popularity in the post-Soviet space, and analyzes how his image, and the nostalgia it evokes, is manipulated and exploited for political gain. The author argues that, in addition to the evil dictator and the Georgian comrade, there is a third portrayal of Stalin—the one projected by the generation that saw the tail end of the USSR, the post-Soviet millennials. This book is not a biography of one of the most controversial historical figures of the past century. Rather, through a combination of sociopolitical commentary and autobiographical elements that are uncommon in monographs of this kind, the attempt is to explore how Joseph Stalin’s complex legacies and the conflicting cult of his irreconcilable tripartite of personalities still loom over the region as a whole, including Russia and, perhaps to an even deeper extent, Koba’s native land—now the independent Republic of Georgia, caught between its unreconciled Soviet past and the potential future within the European Union.

‘This impressive study will doubtless come to be considered one of the definitive works in the intellectual history of the Jewish Enlightenment . . . The outstanding nature of this work, its conceptual clarity, and its penetrating analysis make it an exceptional piece of historical research.’ From the Arnold Wiznitzer Prize citation