Following the Second World War, liberal nation-states sought to address injustices of the past. Canada's government began to consider its own implication in various past wrongs, and in the late twentieth century it began to implement reparative justice initiatives for historically marginalized people. Yet despite this shift, there are more Indigenous and racialized people in Canadian prisons now than at any other time in history. Carmela Murdocca examines this disconnect between the political motivations for amending historical injustices and the vastly disproportionate reality of the penal system a troubling contradiction that is often ignored.

A COMPANION TO GLOBAL HISTORICAL THOUGHT A Companion to Global Historical Thought provides an overview of the development of historical thinking from the earliest times to the present, directly addressing issues of historiography in a globalized context. Questions concerning the global dissemination of historical writing and the relationship between historiography and other ways of representing the past have become important not only in the academic study of history, but also in public arenas in many countries. With contributions from leading international scholars, the book considers the problem of “the global” – in the multiplicity of traditions of narrating the past; in the global dissemination of modern historical writing; and of “the global” as a concept animating historical imaginations. It explores the different intellectual approaches that have shaped the discipline of history, and the challenges posed by modernity and globalization, while illustrating the shifts in thinking about time and the emergence of historical thought. Complementing A Companion to Western Historical Thought, this book places non-Western perspectives on historiography at the center of discussion, helping scholars and students alike make sense of the discipline at the start of the twenty-first century.

How can we take history seriously as real and relevant? Despite the hazards of politically dangerous or misleading accounts of the past, we live our lives in a great network of cooperation with other actors; past, present, and future. We study and reflect on the past as a way of exercising a responsibility for shared action. In each of the chapters of Full History Smith poses a key question about history as a concern for conscious participants in the sharing of action, starting with “What Is Historical Meaningfulness?” and ending with “How Can History Have an Aim?” Constructing new models of historical meaning while engaging critically with perspectives offered by Ranke, Dilthey, Rickert, Heidegger, Eliade, Sartre, Foucault, and Arendt, Smith develops a philosophical account of thinking about history that moves beyond postmodernist skepticism. Full History seeks to expand the cast of significant actors, establishing an inclusive version of the historical that recognizes large-scale cumulative actions but also encourages critical revision and expansion of any paradigm of shared action.

When must a current government attempt to come to terms with the wrongs of governments long past? In A Bare and Impolitic Right Bohdan Kordan and Craig Mahovsky examine the internment of Ukrainian Canadians during the Great War and explore the political, philosophical, and ethical dimensions of redress. Situating the campaign for Ukrainian-Canadian redress within a wider discussion on political leadership and transitional justice, the authors argue that, by reaffirming the values that are central to a rule-based society, symbolic redress might not only play an important role in reconciling the past with present and future generations but also aid the country to reconnect with those foundational traditions that inform Canadian political culture.

This book examines how Performance or Outcomes Based Funding (POBF) policies impact racial equity in higher education. Over the last decade, higher education has become entrenched in a movement that holds colleges and universities more accountable to its supporters. There are pressures to answer questions about student outcomes and performance, the value of education, the effectiveness of instructors, and the ability of existing leaders to manage efficiently and effectively. It is within this climate that states have adopted POBF policies. Through POBF, public colleges and universities receive state funding through formulas that no longer rely solely on student enrollment, but are instead based on student outcomes. This book provides an overview for policymakers of how racial equity has been addressed, the impact of these approaches, and recommendations for moving forward.

This synopsis is an invitation to see New Zealand’s history through an A.I. lens, unclouded by judgement, aiming to respect all perspectives. From the arrival of the Polynesians to the colonial era and beyond, this book delves into the rich heritage, significant events and key figures that have shaped the nation. Through an objective lens, readers gain insight into the land’s Mori origins, European settlement, the Treaty of Waitangi, socio-economic developments and contemporary challenges. You are invited to join in this exploratory journey, armed with curiosity and an open mind as we navigate through the annals of New Zealand history; to re-examine historical accounts, providing a narrative both expansive and inclusive, avoiding political and cultural bias. It has been inspired especially for New Zealand history students of all ages, travellers and aficionados.

The year 2011 brings us the sesquicentennial celebration of the American Civil War. Surprisingly, 150 years later, students continue to find themselves asking many of the same questions about the great national tragedy faced during the centennial in 1961. For example, did slavery cause the great conflict, or did constitutional questions act as the catalyst? Does the Battle of Gettysburg represent the turning point of the War, or did that occur elsewhere? In connection with the last question, Lost Cause advocates, those great pro-Confederacy propagandists, found convenient villains to blame for the Southern defeat. One of these, Confederate General John Bell Hood, plays an important role. This paper contends that in his case, the Lost Cause is wrong and that Hoods historical treatment has been false. Standard critical treatment of John Bell Hood over the years has tended to characterize the general as rash, overaggressive, and lacking in strategic imagination. For such critical historians, Hood appears as old-fashioned and someone limited logistically to the frontal assault. These accounts mainly stress his negative aspects as a soldier and tend to center around the Battle of Franklin. This thesis, by analyzing every battle that Hood commanded as a leader of the Army of Tennessee, particularly those fought around Atlanta, reveals him to have been a far more bold, imaginative, and complex leader than has previously been portrayed.

More than a mode of gathering information about the past, oral history has become an international movement. Historians, folklorists, and other educational and religious groups now recognize the importance of preserving the recollections of people about the past. The recorded memories of famous and common folk alike provide a vital complement to textbook history, bringing the past to life through the stories of those who lived it. Oral History is designed to introduce teachers, students, and interested individuals to the techniques, problems, and pleasures of collecting oral history. The authors, themselves experienced educators, examine the uses of oral history in the classroom, looking at a wide range of projects that have been attempted and focusing on those that have succeeded best. Besides suggesting many possible projects, they discuss the necessary hardware and its use: recording equipment and procedures, interview outlines and preliminary research, photography and note-taking in the field, transcription and storage of information, legal forms, and more. For the teacher, the authors offer helpful advice on training students to be sensitive interviewers in both formal and informal situations. How can oral histories collected in the classroom be put to use? The authors discuss their uses within the curriculum; in projects such as oral history archives, publications such as the popular Foxfire books, and other media productions; and in researching current community problems. Useful appendixes survey a variety of reference tools for the oral historian and describe in detail how a Foxfire-concept magazine may be developed.