This paper concerns the ordinary stories. It is about the forgotten and the things that have gone unnoticed. It is about female history and is a political exploration into what and who is allowed to take space. I focus on everyday life in a domestic space, where I see these things that are discarded, often are overlooked and not talked about. I explore society from a kitchen point of view with a grandmother’s life in focus. It is a story about everyday rituals in the home, which are of an important cultural deed. The objects support her in these rituals, and they also help me to tell. I investigate the memorial space and with my artistic practice I create a room to remember those who are soon no longer with us. In this project I work within the craft-field of corpus. I use the tradition of corpus as a method of working but also as a tool to discuss my subject. As corpus is talking about class and hierarchies it creates a counterweight to my project.

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On April 20, 1999, twelve students and one faculty member were shot and killed at Columbine High School in Littleton, Colorado. The two shooters also died. Today, over nine years after the tragedy, the community continues to heal and cope with their loss. Rather than investigating the actual tragedy, this study focused on perceptions of three leaders representing the Columbine Memorial Planning Committee, summarizing their responses to 9 questions related to planning the Columbine Memorial. Now completed, the memorial invites students; families; the community of Littleton, Colorado; and the world to never forget this loss or precious life. This memorial represents a positive avenue for coping with their tragedy, the loss of loved ones, and the violence perpetrated on their school and community. The leaders' feedback is important to consider and provides direction and insight for other schools coping with similar trauma. Additionally, previous research on the topic of planning memorials is extremely limited, even more so for school-based memorials. More information is needed to guide practice. As a starting point, this thesis provides a brief overview of childhood and adolescent grief, a historical overview of how national tragedies involving children have been memorialized, and subsequently an initial investigation focusing on planning the Columbine Memorial. After reviewing and summarizing the committee members' responses, a list of suggestions are proposed to guide schools in planning memorials. The discussion section compares and contrasts the planning committee's feedback with previous information provided by the National Association of School Psychologists and other publications related to children and memorials.

No description available.

Between 1914 and 1919, elite white people erected monuments across Virginia, permanently transforming the landscape of their communities with memorials to the Confederacy. Why did these Confederate memorialists continue to build monuments to a conflict their side had lost half a century earlier? This thesis examines this question to extend the study of the Lost Cause past the traditional stopping date of the Civil War semicentennial in 1915 and to add to the study of memorialization as a historical process. Studying the design and language of monuments as well as dedication orations and newspaper coverage of unveiling ceremonies, this thesis focuses on Virginia's Confederate memorials to provide a case study for the whole South. Memorialization is always an act of the present as much as an honoring of the past. Elite white Virginians built memorials to speak to their contemporaries at the same time they claimed to speak for them. Memorialists turned to the Confederacy for support in an effort to maintain their status at the top of post-Reconstruction Southern society. Confederate monuments served as permanent physical role models, continuing sectional reconciliation, encouraging women to maintain prescribed gender roles, and discouraging African Americans from standing up for their rights. American involvement in World War I exacerbated societal changes that threatened the position of the traditional white ruling class. As proponents of the Lost Cause squared off against the transformations of the Progressive era, Virginia's Confederate memorialists imbued monuments throughout the Commonwealth with messages meant to ensure their continued dominance. / Master of Arts

This project explores the role of state-sponsored memory sites, such as museums and memorials, in transmitting memories of conflict and educating for peacebuilding in Colombia. Memory sites are examples of non-formal spaces of education where memories are intentionally constructed and transmitted. In the context of school visits, these sites are used as pedagogical tools in connection to the formal education system. Building on sociological approaches to memory-building and the role of the state to analyze how memories are institutionalized and used for pedagogical purposes beyond the school, this project contributes to a broader view of education for peacebuilding. I highlight the voices of students who visit memory sites to better understand how youth interpret memory pedagogies and how processes of memory-building shape youth’s expectations for the future. To understand the role of memory sites in disseminating memories of conflict, shaping interactions with the state, and mediating youth’s expectations about peace, I conducted a mixed-methods, embedded multiple-case study of two memory sites and four high schools, two embedded in each site. I incorporate observations, surveys, focus groups, and interviews with students, as well as interviews with teachers, site staff, and key informants in Bogotá and Medellín. Bringing together data from multiple stakeholders and across regions and timeframes, this project offers a uniquely comprehensive view of the intersection between formal and non-formal education in a transitional context. I argue that memory sites offer a window into the memorias, violencias, and paces [memories, violences, and peaces – all plural] that coexist in a transitional context. I build this argument through four interconnected pieces. First, memory sites materialize the dispute over the construction of “the collective” – that is, the narratives, discourses, and spaces about a collective past and future. Second, memory sites do not simply transmit memories of the past; they also engage youth in memory-making practices, implicitly teaching them how to participate in memory work. Third, memory-making in the liminal space between conflict and peace goes beyond the transmission of knowledge to include the transmission of emotions, silences, and activism. Finally, youth grapple with situating themselves within a past and present of violence and a future of (im)possible peace. In the end, memory sites have the potential to help youth situate themselves as historical and social actors whose personal and familial histories are embedded in a broader history of conflict and peacebuilding in Colombia.

本研究以一个曾经在文革中施暴的红卫兵──李乾的生命传记为个案，以布迪厄的社会实践理论为理论框架，探讨主体参与文革与记忆、反思文革的实践，以及对文革意义的理解，进而理解一系列红卫兵实践（尤其是暴力实践）的逻辑。不同于已有文革研究的精英史和社会史路径，本研究试图发展一种传记取向的文革研究路径，分析个体生命经验与其所处社会情境，红卫兵的惯习与其所处的场域的复杂关系，由此更深刻地理解文革以及无产阶级专政的政治文化。 / 首先，本研究聚焦这些红卫兵文革初期对文革的认知、情感机制与行动策略，指出其实践如何受制于无产阶级专政场域与惯习的作用，如何再生产无产阶级专政的政治文化，即再生产无产阶级专政的象征秩序、权力技术、话语方式与组织机制，如何再生产文革"武斗"的直接暴力与"文斗"的话语暴力。并且，本研究试图说明早期"造反者"的"造反"动力来自其与老红卫兵在革命资格竞争中的"相对剥夺感"；这种"造反"并不是为了反抗主流的象征秩序，而是努力争取自身在这套象征秩序中的优势位置和资本。 / 其次，本研究探讨主体生命经验中关键性的暴力事件──"一二.五"事件的实际发生过程，分析"一二.五"事件中这些红卫兵对暴力的认知与情感，以及暴力如何被合法化及赋权，其中的专政对象──"流氓"是如何被建构与想象的，由此揭示特定的政治文化脉络中主体的贱斥动力以及这一暴力实践的逻辑。红卫兵暴力惯习的形塑，不仅受制于文革的革命场域的作用，更受制于建国以来历时性的无产阶级专政场域的作用；同时，这一惯习的运作又在维持和再生产无产阶级专政的政治文化。 / 此外，本研究探讨主体在"一二.五"事件后，如何在一系列社会互动的过程中，逐步实现了意识的转化和主体性变迁，如何从符号中介的生命经验中引入新的认知与情感机制重新理解"一二.五"事件、文革以及无产阶级专政的政治文化。这种批判性的反思实践与主体所处行动场域中的社会位置以及所能接收的多元的、异质性的符号资源密切相关，可以形塑主体惯习的转化，生产新的社会实践以及相应社会关系的改变。 / 最后，本研究试图将当下民间文革记忆与反思实践置于文革与后文革、毛时代与后毛时代的连续性与转型的关系之中，指出为民间记忆与反思实践赋权的政治文化意义。这一反记忆实践不仅打捞普通人被遗忘的、被边缘化的文革记忆，也介入对历史与现实的批判，积极争取个体对历史的话语权，与对现实政治、文化的参与权。 / Taking the life biography of a former Red Guard Li Qian who committed violence during the Cultural Revolution (CR) as a case, this research employs Pierre Bourdieu’s theory of social practice to explore the Red Guards’ participatory, mnemonic and reflective practices during the CR, as well as their understanding of the CR, with the aim of further understanding the logics of the Red Guards’ practices (especially their violent practices). Different from the traditional approaches of political history and social history, this study attempts to develop a biography approach to study the CR. It analyzes the complex relations between individuals’ life experiences and their social contexts, between the Red Guards’ habitus and the specific field, to understand the political culture of the CR and the Proletarian Dictatorship. / First, this study focuses on the Red Guards’ cognitive and emotional mechanism and action strategy during the early days of the CR. It investigates how their practices are subject to the conditioning of the field and habitus of the Proletarian Dictatorship, how they reproduce the political culture of Proletarian Dictatorship in terms of its symbolic order, power technology, discourse mode, and organizational mechanism, and how they reproduce the physical and discursive violence of the CR. This thesis also maintains that the dynamics of the early "rebels" were derived from their feelings of relative deprivation in the contest with the old Red Guards for revolutionary recognition. These "rebels" did not aim to resist the mainstream symbolic order, but to strive for the dominant position and capitals in the symbolic order of the CR. / Second, this study probes into the actual process of the "December Fifth" Event that was the most important life experience of Li Qian. It analyzes the Red Guards’ cognitive and emotional mechanism towards violence, how the violence was legitimized and empowered in this event, and how the images of the so-called "hooligan" were constructed and imagined. It reveals the dynamic of the subject’s abjection in the context of the specific political culture, and the logic of the violent practice. On the one hand, the Red Guards’ violent habitus was not only subject to the conditioning of the field of the Proletarian Dictatorship but also to the conditioning of the field of the CR. On the other hand, the operation of the violent habitus also maintained and reproduced the political culture of the Proletarian Dictatorship. / Third, this study examines how Li Qian realized the transformation of the consciousness and subjectivity through a series of social interaction. It also taps into his new cognitive and emotional mechanism developed under the symbolic mediation of his actual life experiences, thus understanding the "December Fifth" Event, as well as the political culture of the CR and the Proletarian Dictatorship. The critical reflective practice was closely related to the subject’s social position in the specific field and the diverse, heterogeneous symbolic resources that he absorbed. They shaped the transformation of the habitus, producing new social practices and the corresponding changes of social relations. / Finally, by putting the practices of popular memory and reflection on the CR into the continuity and the transformation between the CR and the Post-CR, and between the Maoist era and the Post-Mao era, this thesis emphasizes the political and cultural significance of these practices. These counter-memory practices not only dig into and revive the forgotten and marginalized memories of the CR, but also engage with historical and contemporary criticism, and actively assent the ordinary people’s rights to speak their histories and to participate in the current politics and culture. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 袁梦倩. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 268-283). / Abstracts also in English. / Yuan Mengqian.

O presente trabalho tem como objeto de estudo o patrimônio intangível ou imaterial e suas formas de musealização. Sendo os museus lugares máximos de presença do patrimônio, visa-se descobrir, identificar e metrisar as relações construídas entre os bens imateriais ou intangíveis e esses espaços. Para tanto a investigação parte da historicidade da definição de patrimônio, e em como se vinculam patrimônio material e imaterial. Em um segundo momento, o objeto de estudo é analisado in locu, no Memorial da Resistência de São Paulo, onde se aplica a parte experimental da pesquisa, e que correspondente ao seu terceiro momento, com o intuito de identificar como o imaterial é musealizado e como ele é percebido por seus públicos. Para tanto o foco da análise recai sobre o Programa Coleta Regular de Testemunhos, pois por meio dele o museu coleta a referência patrimonial a qual se dedica e constrói os processos museológicos do Memorial da Resistência de São Paulo. Deste modo, é empreendida uma análise das intenções do programa, sua relação com as demais linhas programáticas, e seus resultados verificados na exposição, por meio de fontes institucionais e avaliações de público. Por fim, uma análise mais geral busca localizar a participação dos atores sociais e agentes da memória nos processos de preservação. / The present work has as its studied objetc the imaterial or intagible heritage and their ways of musealization. Being the museums the maximum places of heritage presence, we aim to discover, identify and measure the built relationships between the immaterial or intangible assets and those spaces. To attend this purpose the research begins from the historicity of the definition of heritage, and how is the binding between tangible and intangible heritage. In a second step, the object of study is analyzed in locus in the Memorial of Resistance of São Paulo, where it is applied the experimental part of the research, and that corresponds to the third point of this research, in order to identify how the intangible is musealized and how it is perceived by its stakeholders. To do this the focus of analysis is on the Program of Regular Collection of Testimonies, because through it the museum collects the heritage reference in which works and builds the Memorial of Resistance of São Paulo\'s museological processes. Thus, an analysis is undertaken of the intentions of the program, its relationship with other programmatic lines, and their verified results on exhibition through institutional sources and reviews of public. Finally, a more general analysis seeks to locate the participation of social actors and memory agents on preservation processes.

Made available in DSpace on 2016-04-04T18:32:51Z (GMT). No. of bitstreams: 1 Luciana Teston Sivalle.pdf: 784557 bytes, checksum: 615ad91b9af24e7dfe60a4c72eeb61f9 (MD5) Previous issue date: 2009-02-05 / Research about Educational Memorials presented as a paper for completion of the Course of Pedagogy of the Special Program for Training Teachers in Practice (PROESF), a partnership of the region of Campinas and the State University of Campinas (UNICAMP) to assist in charge teachers without higher education degree, in a proposal of emancipatory education. We present a brief contextualization of teacher education, the Program of PROESF, Memory as a resource in the re-signification through Educational Memorials, and an analysis of a sample of 24 memorials produced by students in 2007, bringing their autobiographical narratives to academic discussion, approaching everyday knowledge and teacher s knowledge, in order to recuperate the paths of constitution of teachers professional identity. / Pesquisa sobre Memoriais de Forma??o apresentados como trabalho de conclus?o do Curso de Pedagogia do Programa Especial para Forma??o de Professores em Exerc?cio (PROESF), uma parceria dos Munic?pios da Regi?o de Campinas com a Universidade Estadual de Campinas (UNICAMP) para atender professores em exerc?cio sem forma??o superior, numa proposta de educa??o emancipat?ria. Apresenta breve contextualiza??o da forma??o de professores, o Programa do PROESF, a Mem?ria como recurso na resignifica??o atrav?s de Memoriais de Forma??o, e an?lise de uma amostra de 24 Memoriais de Forma??o produzidos por alunas formandas de 2007, trazendo para discuss?o acad?mica suas narrativas autobiogr?ficas, abordando os saberes do cotidiano e os saberes de professor, numa perspectiva de resgatar os caminhos de constitui??o da identidade profissional do professor.

Este estudo tem como objetivo geral compreender como os memoriais da Praça da Matriz constroem sua importância institucional para o Estado por meio de seus heróis organizacionais. Como objetivos específicos buscaram-se evidenciar as diferenças teóricas entre memória e história e seu uso na comunicação organizacional; verificar a influência do Positivismo no Estado do Rio Grande do Sul e as implicações em organizações na Praça da Matriz de Porto Alegre; analisar exposições de memoriais de organizações públicas localizados ao redor da Praça da Matriz de Porto Alegre. Para tanto, adotou-se como apoio teórico a literatura de várias áreas do conhecimento - como Sociologia, História, Ciências da Informação e Comunicação -, estabelecendo uma colagem de ideias e conceitos extraídos de seus contextos originais, como uma espécie de reconstrução do pensamento Os procedimentos metodológicos utilizados para o desenvolvimento da análise foram a visita e descrição dos memoriais e análise documental referente aos objetos expostos sobre os heróis organizacionais, preenchendo o quadro da Jornada do Herói, com as respectivas etapas e reflexão sobre suas criações no ambiente organizacional e na comparação entre eles. O estudo destaca a importância dos profissionais de comunicação pensarem mais sobre a construção dos mitos nos discursos da história institucional, refletindo desde sua escolha pelos historiadores até sua influência social e cultural para a organização. / This study has as a main objective to understand how the memorials of Matriz Square, in Porto Alegre, build their institutional relevance for the State by means of their organizational heroes. As per a specific objective, the intention was to highlight the theoretical diferences between memory and history and their use in organizational communication; to verify the influence of Positivism in Rio Grande do Sul State and the implications in organizations at Matriz Square; to analyze exhibitions of memorials of public organizations located in the surroundings of Matriz Square. In order to do so, the theoretical support that was needed was the literature of various fields on the knowledge, such as Sociology, History, Information Science and Communication, establishing a collage of ideas and concepts taken from their original contexts, as a kind of a thought reconstruction. The methodological procedures that were used for the development of the analysis were the visitation and description of the memorials and documental analysis regarding the exhibited objects about the organizational heroes, filling out the chart of the Hero Journey, with their respective stages and reflections on their creations in the organizational environment and comparisons between them. This study highlights the relevance of professionals of communication to think more about the construction of the myths in the speeches of institutional history, reflecting from the choosing of their historians up to their cultural and social influence on the organization.