In this provocative study, Susan Mizruchi argues that the act of writing history is the key to the political concerns of American novelists. Using nineteenth-century theories of history as well as recent narratological models, she examines reconstructions of the past in The House of the Seven Gables (1851), The Bostonians (1886), The Wings of the Dove (1902), and An American Tragedy (1925). Her special focus allows us to see that the efforts (on the part of characters and narrators alike) to reshape the past reveal both anxieties about the self and larger struggles for political power. Professor Mizruchi demonstrates the deepening connections between narrative and political coercion from Hawthorne to Dreiser, whose novels (as she further shows) both incorporate, and portray their characters incorporating, the conditions of their contemporary worlds. Her argument addresses a major contemporary dialogue on the subversive qualities of American texts and the place of history in literary interpretation. Originally published in 1988. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

This monograph presents a critical analysis of the body of historical writing on the history of the Jewish population in Poznania in the era of the Prussian rule (1772-1918 ), including the identification and verification of the attendant myths and stereotypes. The interest in the Polish edition of this book was considerable. Similarly noticeable was the academic response to the title, despite its ostensibly local subject matter. While this study was also noticed abroad, the language barrier has severely impeded its impact. This prompted the author to work towards the English edition of this book, hoping it would find its way into global academic circulation. Some changes and additions were made in the English version. It includes an updated survey of scholarship on this subject of the past twenty years, a response to reviews engaging with the Polish edition, and some general reflections on the evolution of historiography in the recent years.

Professional historians, schools, colleges and universities are not alone in shaping higher-order understanding of history. The central thesis of this book is the belief historical fiction in text and film shape attitudes towards an understanding of history as it moves the focus from slavery to the enslaved—from the institution to the personal, families and feminist accounts. In a broader sense, this contributes to a public history. In part, using the quickly growing corpus of neo-slave counterfactual narratives, this book examines the notion of the emerging slavery public history, and the extent to which this is defined by literature, film and other forms of artistic expression, rather than non-fiction—popular or scholarly—and education in history in the school systems. Inter alia, this book looks to the validity of historical fiction in print or in film as a way of understanding history. A focal point of this book is the hypothesis that neo-slave narratives—supported by selective triangulated readings and viewings of scholarly works and non-fiction—have assisted greatly in re-shaping the historiography of antebellum slavery, and scholarly historians followed in the wake of these developments. Essentially, this has meant a re-shaping of the historiography with a focus from slavery to that of the enslaved. Moreover, it has opened new vistas for a public history, devoid of top-down authoritative scholarship. An important and provocative read for students and scholars interested in understanding the history of slavery, its harrowing effects and how it was culturally defined.

This volume brings together theoretical meditations and empirical studies of the intersection of culture, power and history in social life. Contributors bring a diversity of critical sociological perspectives and subject matters to this important edited book.

The intellectual radicalism of the 1960s spawned a new set of questions about the role and nature of "the political" in social life, questions that have since revolutionized nearly every field of thought, from literary criticism through anthropology to the philosophy of science. Michel Foucault in particular made us aware that whatever our functionally defined "roles" in society, we are constantly negotiating questions of authority and the control of the definitions of reality. Such insights have led theorists to challenge concepts that have long formed the very underpinnings of their disciplines. By exploring some of the most debated of these concepts--"culture," "power," and "history"--this reader offers an enriching perspective on social theory in the contemporary moment. Organized around these three concepts, Culture/ Power/History brings together both classic and new essays that address Foucault's "new economy of power relations" in a number of different, contestatory directions. Representing innovative work from various disciplines and sites of study, from taxidermy to Madonna, the book seeks to affirm the creative possibilities available in a time marked by growing uncertainty about established disciplinary forms of knowledge and by the increasing fluidity of the boundaries between them. The book is introduced by a major synthetic essay by the editors, which calls attention to the most significant issues enlivening theoretical discourse today. The editors seek not only to encourage scholars to reflect anew on the course of social theory, but also to orient newcomers to this area of inquiry. The essays are contributed by Linda Alcoff ("Cultural Feminism versus Post-Structuralism"), Sally Alexander ("Women, Class, and Sexual Differences in the 1830s and 1840s"), Tony Bennett ("The Exhibitionary Complex"), Pierre Bourdieu ("Structures, Habitus, Power"), Nicholas B. Dirks ("Ritual and Resistance"), Geoff Eley ("Nations, Publics, and Political Cultures"), Michel Foucault (Two Lectures), Henry Louis Gates, Jr. ("Authority, [White] Power and the [Black] Critic"), Stephen Greenblatt ("The Circulation of Social Energy"), Ranajit Guha ("The Prose of Counter-Insurgency"), Stuart Hall ("Cultural Studies: Two Paradigms"), Susan Harding ("The Born-Again Telescandals"), Donna Haraway ("Teddy Bear Patriarchy"), Dick Hebdige ("After the Masses"), Susan McClary ("Living to Tell: Madonna's Resurrection of the Fleshly"), Sherry B. Ortner ("Theory in Anthropology since the Sixties"), Marshall Sahlins ("Cosmologies of Capitalism"), Elizabeth G. Traube ("Secrets of Success in Postmodern Society"), Raymond Williams (selections from Marxism and Literature), and Judith Williamson ("Family, Education, Photography").

The relationship between information and power is a relevant subject for all times. Today’s perceived ‘information revolution’ has caused information to become a separate object of study during the last two decades for several disciplines. As the contemporary perspective is dominant, information history as a discipline of its own has not yet crystallized. In bringing together studies around a new research agenda on the relationship between information and power across time and space, presenting various governance regimes, media, materials, and modes of communication, this book forces us to rethink the prospects and challenges for such a new discipline.

This book examines the rhetorical force of certain key words in the discourses of Russian state, political thought, and literature. It shows how terms for cultured conduct (kul'turnost'), political affection (love, liubov', joy-radost' etc.), personhood (lichnost'), truth (pravda) and geographical integrity (tsel'nost') assumed almost sacral meaning. It considers how these terms took on a life of their own, imposing the designs of the Russian state and defining the hopes of educated society in the process. By exploring the usage of these words in a wide range of texts, Richard Wortman provides glimpses into the ideas and feelings of leading figures and thinkers in Russian history, from Peter the Great to Alexander Herzen and Nicholas Berdiaev, as well as writers like Mikhail Lermontov, Ivan Turgenev, and Fedor Dostoevsky, giving a sense of the intellectual and emotional universe they inhabited. The Power of Language and Rhetoric in Russian Political History provides both students and scholars with a specific focus through which to approach Russian culture and history. This book is essential reading for students of Russian government, thought, literature and political action.

What is Air Power History Air power history is the branch of military history that analyses and chronicles the activities of air forces as well as the other organisations, including the air branches of armies and navies, that undertake military aviation. It is essential knowledge for professional airmen and is taught not only in air force academies and command and staff colleges, but also in joint academies and colleges. It is also taught in many civilian universities, ordinarily in history departments. How you will benefit (I) Insights, and validations about the following topics: Chapter 1: Air power history Chapter 2: Military academy Chapter 3: Officer candidate school Chapter 4: University College School Chapter 5: Cadet Chapter 6: William J. Crowe Chapter 7: Hew Strachan Chapter 8: Staff college Chapter 9: National Defence Academy (India) Chapter 10: Air University (United States Air Force) (II) Answering the public top questions about air power history. Who this book is for Professionals, undergraduate and graduate students, enthusiasts, hobbyists, and those who want to go beyond basic knowledge or information for any kind of Air Power History.

The significance of this book is its uniqueness. First, the book contains a collection of fourteen chapters that capture the personal, professional, and historical experiences of international global scholars and artists to which they were subjected in their native country and after they immigrated to the United States. What makes this book project highly unusual in comparison to other publications is that these international global scholars and artists experienced historical events of trauma and joy in their native country and in their newly adopted country of the United States that lie deeply buried in their sub-consciousness; that these memories are unforgettable and still painful for them; that these memories are a constant companion in their daily lives; and that the experienced historical events of trauma and joy have shaped their professional and personal lives to this very day. There exists a paucity in the global education literature of this far-reaching topic and, thus, it has the potential to enhance and diversify the global education literature. Second, the significance of this book lies in the pedagogical power of the oral history narrative tradition and its impact on students at the secondary and tertiary levels in education. When one’s lived experiences of trauma or joy occur during a critical time in history, they rarely yield unforgotten memories and deeply held private knowledge that do not come to light without a storyteller. When first-hand accounts are shared publicly, they can bring powerful insights into past historic events to the very presence. Thus, the pedagogical strength of this book contributes to knowledge creation in the classroom as oral histories move students from abstract textbook descriptions to concrete and compelling “lived” stories associated with historical happenings. This pedagogy leads students to become more critical of historical events of the past and develops in them a deeper understanding of the past. Consequently, oral history narratives enable teachers and teacher educators to enrich the abstract text of textbooks with the authentic voice of the individual. A third significance of this book lies embedded in the rich historical perspective displayed by storytellers of non-native international global scholars and artists from around the world who portray their lived-through, first-hand experiences such as child labor, communism, hate, hunger, fascism, fear, intolerance, discrimination, prejudice, poverty, war, protest, and death. Finally, a major purpose of this book is to expose young learners from around the world to empowering non-native international role models in global education and the arts from nations in Africa, Asia, the Caribbean, Eurasia, Europe, the Middle East, and South America who build bridges—not walls—between peoples and nations.