No / This essay explores some of the social, political, and cultural meanings of 'eccentricity' in nineteenth-century England. It does this through examining the treatment of 'local characters' extensively recorded in North-East histories, newspapers, and ballads, and depicted in visual material in the period c. 1800¿1901. The first part examines the typology emerging from these media; and demonstrates how mental and physical abnormality, transgression of social mores, and odd beliefs, were classed as 'eccentric'. A study of representations of eccentricity, many of which were commercially available, forms the second part, supported by illustrations relating to popular figures such as William Purvis, or Blind Willy, of Newcastle. Eccentricities were identified across the region, in rural areas as well as in the 'public spaces' of Durham, Sunderland, and Newcastle. The final part relates this chronicling of odd characters to Victorian culture; the region's social history; and local patriotism across the period, but especially the late Victorian period, when the popularity of local history ensured a prominent place for eccentrics as emblematic of the quaint past in the North-East (and, it is indicated, elsewhere). Finally, the uses of eccentric characters are briefly discussed more broadly in terms of moralism and stigmatism.

There is a gap in existing literature in regards to the role of community in understanding the motivations of Civil War soldiers. Current historiographical studies try to apply the same motivational factors to entire states, armies, or to all Union or Confederate soldiers in general. Some historians even attempt to show that regardless of Union or Confederate, soldiers' motivations were similar due to a shared American identity. This thesis explores a community in the mountain valleys of present-day Southwest Virginia, which stayed loyal to Richmond and the Confederacy. This case study of Montgomery County illustrates that enlistment motivations varied based on a mixture of internal and external factors distinctive to a soldier's community; therefore, there cannot be a representative sample of the Confederate Army that covers all the nuances that makes each community unique. Enlistment was both a personal decision and one influenced by the environment. Montgomery County soldiers were the product of their community that included external factors such as slavery, occupation, and class, and internal ideological themes such as honor, masculinity, and patriotism, that compelled them to enlist in the Confederate Army in the first year of the war, April 1861 through April 1862. These men enlisted to protect their status quo when it was convenient for them to leave their home and occupation, and if they had fewer family obligations. / Master of Arts

Yes / Visual sociology often relies for its content on researcher-created or participant-created images. In this article we discuss our use of existing local history archive images in a participatory film-making project with ten people living in residential dementia care in the Northern UK. We draw on the concept of archaeology in two ways: first, as used by Foucault (1972), who contends that archaeology is a metaphor for exploring traces left by the past in order to understand the present. Secondly, in a more obvious sense–many of the most salient cultural references for our participants related to public buildings and local landmarks that had been demolished, repurposed, or dramatically changed in appearance since their youth. / UK National Institute for Health Research – School for Social Care Research

In recent years, historians have displayed a growing interest in the cultural development of certain well-defined regions. Often a river valley inspired such a study, for example, R.E. Banta’s The Ohio, Thomas Clark’s The Kentucky and Harriette Arnow’s Seedtime on the Cumberland. These and many other river histories dealt less with the river itself than with its tendency to define and alter an area’s culture This thesis, dealing with the culture of Green River’s steamboat era, is less about the steamboat or Green River than it is about their effect on river people. It searches the area’s homes, schools, business establishments, churches, military and recreational activities from 1828 to 1931. This century is viewed through the records of four generations who know the steamboat intimately. It examines birth and death in Green River country and the sung that were sung in between.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2019-02-27T12:46:24Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) MARIZETE KASIOROWSKI .pdf: 6640150 bytes, checksum: d8e269dac29730609b3470be992a63d7 (MD5) / Made available in DSpace on 2019-02-27T12:46:24Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) MARIZETE KASIOROWSKI .pdf: 6640150 bytes, checksum: d8e269dac29730609b3470be992a63d7 (MD5) Previous issue date: 2018-11-19 / O presente trabalho propôs-se a desenvolver possibilidades pedagógicas no ensino de História a partir da temática “Imigração Polonesa”, o qual desenvolveu-se na colônia agrícola Água Branca, situada no município de São Mateus do Sul/PR, fundada por integrantes desse grupo étnico, vindos da Região da Mazóvia. Buscou-se desenvolver uma metodologia embasada na inserção dos estudantes na história de seus antepassados a partir de suas vivências, propiciando a conscientização da historicidade do seu grupo. Para tanto, os conceitos de memória e identidade foram norteadores, tomando-se a ideia de que a memória é um elemento que desenvolve o sentimento de identidade individual ou coletiva, mesmo sendo uma referência dinâmica e passível de transformações, diferenças e inconstâncias. Pensando nas particularidades desse grupo, a memória dos mais velhos foi buscada e ouvida para revelar uma história oculta que contribuiu para o desenvolvimento da localidade. Apoiada em referências bibliográficas e documental, foi possível alcançar o embasamento necessário para a construção de uma metodologia, que abrangesse possibilidades pedagógicas voltadas ao ensino de História. Pretendeu-se a partir desta proposta pedagógica, demonstrar como a abordagem no ensino de História, contemplando a memória, a identidade e a História Local, contribui para auxiliar o educando a olhar historicamente seu local de vivência e pensar criticamente sobre seu passado, concedendo significado ao presente. / The present study aims to develop pedagogical possibilities in the teaching of History from the theme "Polish Immigration", which was developed in the agricultural colony Água Branca, located in the municipality of São Mateus do Sul / PR, founded by members of this ethnic group, from the Region of Mazovia. It was sought to develop a methodology based on the insertion of students in the history of their ancestors from their experiences, propitiating the awareness of the historicity of their group. For that, the concepts of memory and identity were guiding, considering the idea that memory is an element that develops the feeling of individual or collective identity, even being a dynamic reference and susceptible of transformations, differences and inconstancias. Thinking about the particularities of this group, the memory of the elders was sought and heard to reveal a hidden history that contributed to the development of the locality. Based on bibliographical and documentary references, it was possible to reach the necessary foundation for the construction of a methodology, which encompasses pedagogical possibilities focused on the teaching of History. It was intended from this pedagogical proposal, as an broach in the teaching of History, contemplating a memory, an identity and a history about the past, giving meaning to the present.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-24T17:35:56Z No. of bitstreams: 1 2016 - Adolfo Eugenio Ferreira Baptista.pdf: 2496352 bytes, checksum: cc61c912f54de52fd73468330b32c184 (MD5) / Made available in DSpace on 2017-10-24T17:36:56Z (GMT). No. of bitstreams: 1 2016 - Adolfo Eugenio Ferreira Baptista.pdf: 2496352 bytes, checksum: cc61c912f54de52fd73468330b32c184 (MD5) Previous issue date: 2016-10-04 / This dissertation aims to analyze the impact that the study of local history has on the identity construction of the students of the Youth and Adult Education (YAE), present two forms of activity and Course Diary of the Professor, materials that compose the History Box of the city of Nova Igua?u. The focus of it research is aimed to identify the causes of the crisis of history teaching in the universe researched and to what extent the use of teaching materials that break with the traditional model of historical learning, based on memorization, can help to overcome them. It also aims to present the class as a historiographical operation which can be used to break away a teaching model based on memorization and reproduction by performing historical workshops where students can use of typical methods of historical research and teacher guidance may know and appreciate the local history where they live and from that movement, ressignificate their identities. / Esta disserta??o tem como objetivo analisar o impacto que o estudo da Hist?ria local tem sobre a constru??o identit?ria dos alunos da Educa??o de Jovens e Adultos (EJA) e apresentar duas fichas de atividade e o Di?rio de Percurso do Professor, materiais que integrar?o a Caixa de Hist?ria da cidade de Nova Igua?u. O foco de sua investiga??o est? voltado para identificar as causas da crise do ensino de Hist?ria no universo pesquisado e em qual medida o uso de materiais pedag?gicos que rompam com o modelo tradicional de aprendizagem hist?rica, baseado na memoriza??o, pode contribuir para sua supera??o. Tem tamb?m como objetivo apresentar a aula como uma opera??o historiogr?fica na qual ? poss?vel romper com um modelo de ensino baseado na memoriza??o e reprodu??o atrav?s da realiza??o de oficinas hist?ricas, nas quais os alunos, a partir do uso de metodologias t?picas da pesquisa hist?rica e da orienta??o do professor, poder?o conhecer e valorizar a Hist?ria do local no qual vivem e, a partir desse movimento ressignificarem suas identidades.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-24T18:20:46Z No. of bitstreams: 1 2016 - Andr? Luiz Correa da Silva Pereira.pdf: 910053 bytes, checksum: 3f8480a44c55122a78f79b17ebb76945 (MD5) / Made available in DSpace on 2017-10-24T18:20:46Z (GMT). No. of bitstreams: 1 2016 - Andr? Luiz Correa da Silva Pereira.pdf: 910053 bytes, checksum: 3f8480a44c55122a78f79b17ebb76945 (MD5) Previous issue date: 2016-09-27 / The research has investigated possible uses of Local History in the construction of a historical knowledge in students of the sixth year of elementary school, by the reconnaissance of temporality learning. The main objective is focused on the relationship between the study of the local and temporality, questioned as a closer space to the reality of the student, and the notions of time associated with social dynamics present in the contents taught in this school phase. The underlying hypothesis that pervades all the work, from its theoretical approach to the propositions of practical use, concerns the narrow correspondence between the domain of notions of time and history education. The research initially delimited questionings at the developing of concepts about Local History present in historiography, face the challenges of interpreting multiple formulations about the meaning of the passage of time. In a second stage, to better understand the interactions between the previous knowledge of the students about the history of their city and the ideas developed about the action of time in human life, the survey included the planning and running of a Teaching Unit with two groups of sixth year. This study used diversified teaching strategies, but complementary, including some practices inspired by school ethnography, case studies and activities in the form of classroom-workshop, carried out at the beginning of the school year. Thus, it was possible to point and analyze the impressions of the students about the proposed themes, the knowledge level about the contents and the ideas related to the several time arrangements mobilized by them. In its final part, the research points to possible uses for the teaching of Local History, also including some propositions for the teachers of fifth year. This propositional dimension encompasses all the work described in this paper, since that it is preferentially directed to teachers of the sixth year that will perform a similar work, taking as a reference the reflections of this research, in all its theoretical and practical steps. / A pesquisa investigou usos poss?veis da Hist?ria Local na constru??o de conhecimento hist?rico em alunos do sexto ano do Ensino Fundamental, a partir da verifica??o de aprendizado sobre temporalidade. O objetivo principal se concentrou na rela??o entre o estudo do local, problematizado como espa?o mais pr?ximo da realidade do aluno, e as no??es de tempo associadas ?s din?micas sociais presentes nos conte?dos ensinados nesta fase de escolaridade. A hip?tese subjacente que permeia todo o trabalho, desde sua abordagem te?rica at? as proposi??es de utiliza??o pr?tica, diz respeito ? estreita correspond?ncia entre dom?nio das no??es de tempo e ensino de hist?ria. A pesquisa inicialmente delimitou questionamentos na elabora??o de conceitos sobre Hist?ria Local presentes na historiografia, face aos desafios de interpretar as m?ltiplas formula??es sobre o significado da passagem do tempo. Em um segundo momento, visando compreender melhor as intera??es entre o conhecimento pr?vio dos alunos sobre a hist?ria da sua cidade e as ideias desenvolvidas acerca da a??o do tempo sobre a vida humana, a pesquisa incluiu o planejamento e execu??o de uma Unidade de Ensino com duas turmas de sexto ano. Este trabalho utilizou estrat?gias did?ticas diversificadas, por?m complementares, incluindo algumas pr?ticas inspiradas em etnografia escolar, estudo de caso e atividades em forma de aula-oficina, levadas a efeito no in?cio do ano letivo. Desta forma, foi poss?vel evidenciar e analisar as impress?es dos alunos acerca dos temas propostos, o n?vel de conhecimento sobre os conte?dos e as ideias referentes ?s v?rias modalidades temporais mobilizadas por eles. Na sua parte final, a pesquisa aponta poss?veis usos para o ensino de Hist?ria Local, incluindo tamb?m algumas proposi??es para professores de quinto ano. Esta dimens?o propositiva engloba todo o trabalho descrito nesta disserta??o, uma vez que a mesma est? direcionada preferencialmente ao professor de sexto ano que poder? realizar um trabalho similar, tomando como refer?ncia as reflex?es desta pesquisa, em todas as suas etapas te?ricas e pr?ticas.

In the early 1990s, English Heritage conducted a series of pilot studies in Cornwall through the Cornwall Archaeological Unit, examining historic industrial mining complexes as a means to conserve and manage a growing number of individual historic sites and monuments. During these studies, a discrete methodology for conducting Historic Landscape Characterisation (HLC) modelling has been developed. Models such as these have been presented in an assortment of scholarly publications and have been applied in portions of Europe and New Zealand. With few exceptions, the English Heritage HLC model has not been applied in the United States. Rather, the United States’ National Park Service has provided guidance on the identification, evaluation, and documentation of historic mining sites and landscapes. The present study incorporates social history, archival evidence, and the physical setting of the San Francisco Mining District (SFMD) and associated boom towns in Beaver County, southwest Utah, into a Geographic Information System (GIS) in an effort to apply HLC modelling. Minor comparisons are drawn between the SFMD and mining districts in the United States, United Kingdom, and New Zealand. Several advantages of the HLC methodology for the SFMD include the creation of population, building and archaeological databases that may be applied to the GIS for better management of the resources on a broader scale.

Between 1858 and 1930, Victoria’s Chinese immigrants brought their homeland religions to the Canadian city of Victoria BC. They experienced a broad range of challenges as they attempted to fit into the mainstream society. This continual struggle affected their religious lives in particular as they sought to adjust in ways that helped them deal with racial discrimination. As a result, Chinese folk religions, especially those emphasizing ancestral worship, became intertwined with local Chinese associations as a way of strengthening the emotional connections between association members. Some associations broadened their membership by adding ancestral deities or worshiping the deity of sworn brotherhood in a bid to create broader connections among the Chinese men who dominated Victoria’s Chinese community. At the same time, Christians, who practiced the religion of Victoria’s mainstream society, reached out to the Chinese, at first by offering practical language training and later by establishing missions and churches that focused on the Chinese. Many Chinese immigrants welcomed English classes and the social opportunities that churches provided but resisted conversion, as the discrimination they faced in mainstream society had left them sceptical about Christianity, which was seen as closely linked to the dominant Western culture. However, Chinese attitudes towards Christianity became more favorable after the 1910s, when the patriotism of Chinese immigrants led them to support revolutionary leader Sun Yat-sen and his new Chinese government, which promoted Christianity as a symbol of modernity. In general, the Chinese in Victoria were not especially enthusiastic about religion, whether Chinese folk religion or Christianity, although women were generally more interested in religion than men. Although many Chinese pragmatically sought comfort and assistance from both religions, they followed Confucian orthodoxy in focusing primarily on daily life rather than religious life. At the same time, over the decades between 1858 and 1930 both Chinese folk religion and Christianity affected the Chinese community as this community adopted a mixture of Western and Eastern cultures, including religious elements from both cultures. / Graduate / 2020-08-20

El present treball analitza el procés de construcció turística de la destinació Barcelona, assumint una perspectiva històrica, comparativa i compromesa en una anàlisi social i alhora simbòlica del fet turístic a Barcelona. L’anàlisi se centra en la intervenció efectuada pels agents de promoció municipals succeïts al llarg del temps, destacant quines han estat les figures capdavanteres del procés de construcció de la destinació i els objectius associats al foment turístic de la ciutat de Barcelona. La tesi proposa una mirada dialèctica entorn els usos i discursos sobre el turisme produïts per les institucions de promoció al llarg de més de deu dècades, destacant en quina mesura, i de quina manera, el turisme ha servit com a instrument polític i artefacte per a la creació de capital cultural i simbòlic de la ciutat, més enllà de ser plantejat com un element inductor de canvis físics i econòmics per a Barcelona. S’assumeix, seguint a autors com Chadefaud, que el foment del turisme projecta (a través dels seus arguments i imatges) una sèrie d’ideals i expectatives que responen a un plantejament genèric i model de societat. Es destaca, entre d’altres aspectes, com el procés d’institucionalització del turisme ha comportat la construcció d’una categoria hegemònica del fet turístic a Barcelona, al mateix temps que s’analitzen les raons i mecanismes que les institucions han desenvolupat per tal de legitimar socialment l’activitat turística, atorgant-li un valor econòmic i alhora sociocultural. La relació que els organismes de promoció mantenen amb la ideologia política i les classes econòmiques dominants ha estat una constant al llarg de les dècades; de fet, una mirada estructural a l’activitat turística i a les institucions de promoció constata l’existència d’una sèrie d’hàbits que són comuns al turisme, més enllà de cada marc històric i més enllà, també, dels diversos contextos polítics. Es tracta de patrons que es reprodueixen de forma gairebé invariable, i que en qualsevol cas demostren el caràcter social i polític de l’activitat turística. Per tot això, se sustenta la tesi que l’interès polític a favor del desenvolupament turístic de Barcelona manté, al llarg de les dècades, una constant voluntat d’estructuració de la ciutat, tant en el seu aspecte econòmic com en la seva dimensió social i cultural. La investigació analitza la vida i obra de les següents institucions: Comisión de Atracción de Forasteros y Turistas (1906-1909); Sociedad de Atracción de Forasteros (1908-1936); Federació de Turisme Catalano-Balear (1932); Oficina de Turisme de Catalunya (1932-1936); Patronat de Turisme de Catalunya (1933-1935); Comissió Municipal de Festes i Turisme (1934-1936); Touring Associació de Catalunya (1935-1936); Junta Provinvial del Turismo (1941-1960); Delegación de Asuntos Generales y Turismo (1951-197?); Centr de Iniciativas y Turismo de Barcelona (1964-?); Patronat Municipal de Turisme (1981-1993); Consorci Turisme de Barcelona (des de 2010). / The present study describes the process of the touristic construction of the destination of Barcelona from a historical and comparative perspective, though also committed to a social and symbolic analysis of the touristic fact in Barcelona. The analysis focuses on the intervention of the municipal promotion agents through the years, highlighting the pioneering figures in the construction process of the destination and the objectives associated with the promotion of tourism in the city. The thesis proposes a dialectical view in the frame of the uses and speeches about tourism produced by the institutions of promotion for over ten decades, highlighting to what extent and in what way tourism has served as a political instrument and device for the creation of cultural and symbolic capital of the city, beyond being considered as an instigating element of physical and economic changes for Barcelona. It is assumed, following authors like Chadefaud, that the promotion of tourism projects (through its arguments and images) a set of ideals and expectations that respond to a general approach and a model of society. It is highlighted, among other things, how the process of institutionalization of tourism has led to the construction of a hegemonic category of the touristic fact in Barcelona, and at the same time the arguments and mechanisms that the institutions have developed to socially legitimize tourist activity are analysed, giving at the same time an economic and cultural value. The relation between the organizations of promotion and both the political ideology and the dominant economic classes has been a constant throughout the decades; in fact, a structural look at tourism and at the institutions of promotion confirms the existence of some common habits in tourism, some patterns that are reproduced beyond each historical context and beyond the different political contexts as well. Therefore, the thesis defends the argument that over the decades the political interest for the development of tourism in Barcelona has kept a constant desire to structure the city, both in its economic aspect and in its social and cultural dimension.