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This thesis is concerned with the creation and maintenance of the collective memory in contemporary Northern Ireland. It considers which past events are remembered as socially significant, how they are recalled and how this history is used to underpin the sense of difference between the Protestant and Catholic communities. It explores the creation of a social memory from two theoretical perspectives. First by using Paul Connerton's argument to highlight the importance of public ritual occasions at which the significant past is collectively re-enacted. In this case it is the form of the activity that is the focus of interest. Second, I consider the importance of visual images in memory production. These give insight into the meaning that is imposed on the past by those acting in the present. These ideas are then related to Northern Ireland by describing and analysing the major commemorative parades that are held across the province through the "Marching Season" which lasts from Easter to September and the visual displays, that are associated with them. The first section draws out some of the history of the tradition of parading from the 17th century to the present and shows how at times of crisis extra emphasis has been given to visual displays which have steadily expanded in scale and complexity over this period. The ethnographic data then considers how the practice of parading, of displaying painted silk banners and painting murals on the gable walls of houses is used today by both the Nationalist and Unionist communities. I argue that this practice has been intimately linked to the process of creating the sectarian divisions in the north and today it is important in sustaining divisions by emphasising the differences between the two communities and while ignoring much of the shared past.

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Taking the transformative potential of education as its starting point, this thesis analyses Belgian attempts to use schools policy to strengthen the hegemony of the colonial state in the Congo during the interwar years. Through an empirical treatment of the development of the colonial school system, based largely on archival research, the study pursues two main contentions. The first is that the Belgian colonial authorities played a far more direct role in formulating and implementing education policy than is often believed. The second is that the state authorities’ interest in education was defined both by the economic imperative of colonial exploitation, which compelled them to train skilled workers, and the fear that access to education would fuel potential sedition. Six thematic chapters demonstrate that this paradox of necessity and fear shaped Belgian education policy in the Congo, looking at the reasons behind the fear of potential unrest, and at its ramifications. This thesis argues that these pressures caused the Belgian colonial authorities to try to mould Congolese society using education as a tool, by using specific streams of instruction to inculcate certain groups of Congolese, such as auxiliaries, healthcare workers, and women, with the principles of colonial rule. The thesis also considers how these policies were put into practice, focusing on relations between the colonial authorities and the Catholic and Protestant mission societies, and evaluates their efficacy. Moreover, this thesis attempts to establish, where possible, the reactions of colonized Congolese to European educational provision. Having analysed these issues, this thesis concludes that the colonial education system in the Congo during the interwar years failed to fulfil its main purpose and perpetuate Belgian colonial rule.

This thesis focuses on the religious monuments of Bohemia and their implementation in the tourist package for the clienst from Portugal and Brazil. All theoretical and practical dates are implemented in the creation of three versions of the itinerary of the Religious Package.