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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 41 to 45 of 45 (0.045 seconds)Spelling suggestions: "subject:"aublic demory."" "subject:"aublic amemory.""
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Interrupting History: A critical-reconceptualisation of History curriculum after 'the end of history'Parkes, Robert John Lawrence January 2006 (has links)
Contemporary Italian philosopher, Gianni Vattimo (1991), has described ‘the end of history’ as a motif of our times. While neo-liberal conservatives such as Francis Fukuyama (1992) celebrated triumphantly, and perhaps rather prematurely after the fall of the Berlin Wall, ‘the end of history’ in the ‘inevitable’ global acceptance of the ideologies of free market capitalism and liberal democracy, methodological postmodernists (including Barthes, Derrida, Baudrillard, Lyotard, and Foucault), mobilised ‘the end of history’ throughout the later half of the twentieth century as a symbol of a crisis of confidence in the discourse of modernity, and its realist epistemologies. This loss of faith in the adequacy of representation has been seen by many positivist and empiricist historians as a threat to the discipline of history, with its desire to recover and reconstruct ����the truth���� of the past. It is argued by defenders of ‘traditional’ history (from Appleby, Hunt, & Jacob, 1994; R. J. Evans, 1997; Marwick, 2001; and Windschuttle, 1996; to Zagorin, 1999), and some postmodernists (most notably, Jenkins, 1999), that if we accept postmodern social theory, historical research and writing will become untenable. This study re-examines the nature of the alleged ‘threat’ to history posed by postmodernism, and explores the implications of postmodern social theory for History as curriculum. Situated within a broadly-conceived critical-reconceptualist trend in curriculum inquiry, and deploying a form of historically and philosophically oriented ‘deconstructive hermeneutics’, the study explores past attempts to mount, and future possibilities for, a curricular response to the problem of historical representation. The analysis begins with an investigation of ‘end of history’ discourse in contemporary theory. It then proceeds through a critical exploration of the social meliorist changes to, and cultural politics surrounding, the History curriculum in New South Wales (NSW), Australia, from the Bicentennial to the Millennium (1988-2000), a period that marked curriculum as a site of contestation in a series of highly public ‘history wars’ over representations of the nation’s past (Macintyre & Clark, 2003). It concludes with a discussion of the missed opportunities for ‘critical practice’ within the NSW History curriculum. Synthesising insights into the ‘nature of history’ derived from contemporary academic debate, it is argued that what has remained uncontested in the struggle for ‘critical histories’ during the period under study, are the representational practices of history itself. The study closes with an assessment of the (im)possibility of History curriculum after ‘the end of history’. I argue that if History curriculum is to be a critical/transformative enterprise, then it must attend to the problem of historical representation. / PhD Doctorate
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Toward a Post-Structural MonumentalitySaindon, Brent Allen 08 1900 (has links)
This study addresses a tension in contemporary studies of public memory between ideology criticism and postmodern critique. Both strategies of reading public memory rely on a representational logic derived from the assumption that the source for comparison of a memory text occurs in a more fundamental text or event. Drawing heavily from Michel Foucault, the study proposes an alternative to a representational reading strategy based on the concepts of regularity, similitude, articulation, and cultural formation. The reading of Vietnam Veterans Memorial and the Galveston County Vietnam Memorial serves as an example of a non-representational regularity enabled by the cultural formation of pastoral power.
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From Revolutionary War heroes to navy cruisers : the role of public history and military history in Vincennes, IndianaPfeiffer, David Michael January 2012 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / This thesis looks at the role that public history, expressed through civic pride and public memory, and military history have played in shaping the history of Vincennes, Indiana, from the battle fought by George Rogers Clark to the memorial named after him and finally with the four United States Navy ships named Vincennes.
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“The Nonmusical Message Will Endure With It:” The Changing Reputation and Legacy of John Powell (1882-1963)Adam, Karen 24 April 2012 (has links)
This thesis explores the changing reputation and legacy of John Powell (1882-1963). Powell was a Virginian-born pianist, composer, and ardent Anglo-Saxon supremacist who created musical propaganda to support racial purity and to define the United States as an exclusively Anglo-Saxon nation. Although he once enjoyed international fame, he has largely disappeared from the public consciousness today. In contrast, the legacies of many of Powell’s musical contemporaries, such as Charles Ives and George Gershwin, have remained vigorous. By examining the ways in which the public has perceived and portrayed Powell both during and after his lifetime, this thesis links Powell’s obscurity to a deliberate, public rejection of his Anglo-Saxon supremacist definition of the United States.
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Kindling the Fires of Patriotism: The Grand Army of the Republic, Department of Indiana, 1866-1949Sacco, Nicholas W. January 2014 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / Following the end of the American Civil War in 1865, thousands of Union veterans joined the Grand Army of the Republic (GAR), the largest Union veterans' fraternal organization in the United States. Upwards of 25,000 Hoosier veterans were members in the Department of Indiana by 1890, including President Benjamin Harrison and General Lew Wallace. This thesis argues that Indiana GAR members met in fraternity to share and construct memories of the Civil War that helped make sense of the past and the present. Indiana GAR members took it upon themselves after the war to act as gatekeepers of Civil War memory in the Hoosier state, publicly arguing that important values they acquired through armed conflict—obedience to authority, duty, selflessness, honor, and love of country—were losing relevance in an increasingly industrialized society that seemingly valued selfishness, materialism, and political radicalism. This thesis explores the creation of Civil War memories and GAR identity, the historical origins of Memorial Day in Indiana, and the Indiana GAR's struggle to incorporate ideals of "patriotic instruction" in public school history classrooms throughout the state.
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