The purpose of this study has been to research what is included in the First World War teaching in English compulsory school. The teaching of this historical event is performed in a context where the war is yearly commemorated and given attention in society at large in various ways. Through conducting interviews with six history teacher working at a school in northeastern England the study was set out to investigate how teaching of the war is performed in general as well as with specific focus directed towards potential challenges in connection to the remembrance events, the collectively remembered public history and issues such as gender and colonial representation. The study shows that there is a clear focus on the past in the teaching of the war with trench warfare and life during the war being issues that are discussed. Connections are further made to the present where the importance of remembrance is stressed. The main challenge experienced by the teachers regarding the First World War is the lack of living witnesses due to the time distance. In consequence, the war is seen as less relevant to learn about among the pupils. However, remembrance symbols can in this instance be a tool in order to entice interest for the study of the war and the common perception among the teachers is that the pupils enjoy the study of the First World War.

Dans ce travail de recherche en psychologie clinique et psychopathologie, nous interrogeons la dimension de l'oubli dans la démence chez des personnes âgées. Plus spécifiquement, nous questionnons les mécanismes qui sous-tendent l'oubli, ses effets chez le patient et dans la relation ; ainsi que les techniques thérapeutiques spécifiques à mettre en place. L'utilisation du dispositif de psychodrame de groupe nous permet de mettre à jour des possibilités de traitement de l'oubli démentiel. Le fonctionnement groupal facilite une relance des fonctions psychiques de maintenance, de contenance et de pare-excitations des sujets déments. Les passages par le corps, l'affect et la motricité permettent de réaccéder à des traces corporelles, non verbales et de relancer un travail de représentation. La démarche de réminiscence se constitue dans le groupe, dans l'articulation des psychés en présence ; en ce sens nous parlons de construction intersubjective du souvenir. Dans notre pensée l'oubli démentiel apparaît comme une tentative adaptative du sujet face à la désorganisation démentielle. Nous distinguons deux formes d'oublis : une forme sidérative qui attaque la trace mnésique et provoque une déconstruction momentanée de l'inscription. Une forme progressive qui désinvestit les liens associatifs entre les différentes traces mnésiques, et coupe pour un temps l'inscription du réseau de sens. / This study in clinical psychology and psychopathology explores the extent of memory loss amongst the elderly. More specifically, it examines the mechanisms underlying memory loss and the effects of this mental condition on both the patient and the patient's relationships. Another aspect of our research is to develop new therapeutic techniques using group psychodrama which gives us greater insight on the possibilities of treatments for memory loss dementia patients. The psychic functions are facilitated by group therapy which boosts the abilities of memory by volume, capacity and participation in dementia subjects. By looking at the body, the affects and motor skill, permit us to see the physical traits, the non-verbal traits and continue working to better their performance. In the psyche of the group we can see that this approach establishes a joint ability to recollect in the present; we are speaking about the intersubjectivity of collective memory. As we see it, memory loss dementia appears as an adaptive attempt by the subject confronted with disorganizational dementia. We can distinguish two forms of memory loss; one in which the end result attacks the traces of memory and provokes an unraveling of the ability to remember and a progressive form which reduces the associative links between the different forms of remembrance and cuts for a time the ability of memory to link to other senses.

This thesis examines the cultural politics of contemporary Holocaust remembrance in Australia and how meanings about gender, memory and identity and the Holocaust are produced through different representational sites and practices. This study is an intervention in and a contribution to the interdisciplinary field of Holocaust studies. I develop analyses using approaches that draw on feminist cultural theory, gender studies and memory studies. These analyses take account of the local particularities of Holocaust memory in Australia, while showing that at the same time it reproduces and recirculates a dominant transnational Holocaust memory discourse. Silences and the politics of unspeakability are central themes of this thesis. It was my late mother’s silence about her history in Nazi Germany and exile to Australia, and a theoretical silence about gender in Holocaust studies more broadly, that initially engaged me in this study. ¶ I am interested in the relationships between personal and public memory and their interconnections as they contribute to cultural memory of the Holocaust. In my initial case study, the Sydney Jewish Museum, I discuss the museum as a multi-textual discursive space, one which incorporates personal memory of survivors as integral to its memorial project. My second case study involves a close reading of the role of survivor guides as embodied witnesses in the museum space where their gendered performances are framed by, and provide dissonances to, its universalised Holocaust narrative. I present three further cases studies as counterpoints to the Holocaust narrative produced in the Sydney Jewish Museum, where I argue that the universalised Holocaust narrative does not allow for dialogic or discursive spaces where such unsettling stories can be told or heard. First I analyse an Australian documentary film, The Mascot, which represents the story of an Australian man who was a child survivor from Belarus and whose memories were contested when he attempted to reclaim an authentic Jewish identity connected to his Holocaust experiences. ¶ In the final two cases studies I demonstrate the value of subjective, embodied personal approaches to analysing Holocaust memory and its effects. Here I draw on my mother’s story. First in the local context I narrate a necessarily fragmented account of her exile to Australia and I undertake memory work to map out some of her history as a Jewish Australian woman and the social landscapes of her political activism. In the final chapter I reconnect my mother’s story from Australia to her childhood city, Berlin where I undertake a personal reading of one particular Holocaust counter-memorial in Berlin-Schöneberg. ¶ Despite the power of the universalised Holocaust memory discourse, these case studies illustrate the diverse particularities of experiences of the Holocaust in local and transnational contexts. An analysis of the nuances and complexities of Holocaust remembrance that takes account of such particularities, and that is also gendered, can offer valuable insights into the machinations of the genocide and how it is variously remembered in the present through mourning as well as political and historical inquiry.

The Argentine landscape is marked by countless sites of remembrance of the 1976-1983 dictatorship drawn by human rights groups in Argentina, producing a seemingly infinite command to remember the violence of this period and the 30,000 who were disappeared. Though this landscape can seem chaotic, this impression discounts the context of loss on which it is constructed as well as the deeply affective and contested political issues that motivate its construction. This study thus maps the ways demands for human rights mobilized through public remembrance of the dictatorship articulate a continual learning to live with loss. Investigating the specificities of loss in Argentina, I explore how human rights claims are made in the name of the disappeared who, neither dead nor alive, are at once everywhere and nowhere. I draw largely from my conversations with members of human rights groups to illuminate how the demand for derechos humanos is articulated in particular ways to address present-day social injustices and to affirm the living’s relationship with the disappeared. The study aims to contribute to an understanding of public remembrance as a continual process of teaching and learning about the past that is intended to motivate the formation of a public committed to constructing a better present and future.

The Argentine landscape is marked by countless sites of remembrance of the 1976-1983 dictatorship drawn by human rights groups in Argentina, producing a seemingly infinite command to remember the violence of this period and the 30,000 who were disappeared. Though this landscape can seem chaotic, this impression discounts the context of loss on which it is constructed as well as the deeply affective and contested political issues that motivate its construction. This study thus maps the ways demands for human rights mobilized through public remembrance of the dictatorship articulate a continual learning to live with loss. Investigating the specificities of loss in Argentina, I explore how human rights claims are made in the name of the disappeared who, neither dead nor alive, are at once everywhere and nowhere. I draw largely from my conversations with members of human rights groups to illuminate how the demand for derechos humanos is articulated in particular ways to address present-day social injustices and to affirm the living’s relationship with the disappeared. The study aims to contribute to an understanding of public remembrance as a continual process of teaching and learning about the past that is intended to motivate the formation of a public committed to constructing a better present and future.

The dissertation deals with theoretical problem: it seeks to resolve the issues of what determines the competition of identity ideologies, what its manifestations are and what variations of demonstration of belonging and separateness of the population in a particular city of the South-Eastern Baltic Sea region can be created by this competition. The city of Klaipėda and the 20th century are taken as spatial and temporal boundaries of the study, thereby realising that the processes of the competition of identity ideologies which took place in Klaipėda were more general and incidental to many cities of particular South-Eastern Baltic Sea region. This is regarded as the case analysis in a comparative context, which aims at producing generalizations, limited by one case empirical data, of phenomena generic to many cities of the South-Eastern Baltic Sea region, and thereby to contribute to generalization of competition of identity ideologies incidental to multiple cases on the basis of a single case. The objective of the doctoral dissertation is to disclose the influence of the competition of the main consolidating identity ideologies in the public communication space of the city of Klaipėda on the identity of inhabitants of this city in the 20th century and formulate the pattern of the competition of such identity ideologies in the city of the South-Eastern Baltic Sea region on the ground of empirical data. In attaining this objective, the dissertation: 1) analyses the semantics... [to full text] / Disertacijoje sprendžiama teorinė problema: ja siekiama atsakyti į klausimą, nuo ko priklauso, kaip reiškiasi ir kokias gyventojų prisiskyrimo ir atskirumo demonstravimo variacijas konkrečiame Pietryčių Baltijos jūros regiono mieste gali sukurti tapatybės ideologijų konkurencija. Tyrimo erdvinė ir chronologinė apimtis yra apribota Klaipėdos miestu XX amžiuje, sykiu suvokiant, kad Klaipėdoje vykę tapatybių ideologijos konkurencijos procesai buvo bendresni, pasireiškę ir kituose Pietryčių Baltijos jūros regiono miestuose. Tai yra atvejo analizė lyginamajame kontekste, kuria siekiama pateikti vieno atvejo empirine medžiaga apribotus apibendrinimus apie reiškinius, būdingus daugeliui Pietryčių Baltijos jūros regiono miestų, ir šitaip vieno atvejo pagrindu prisidėti prie tapatybės ideologijos konkurencijos, būdingos daugybei atvejų, apibendrinimo. Disertacijos tikslas yra atskleisti pagrindinių konsoliduojančių tapatybės ideologijų konkurencijos Klaipėdos miesto viešojoje bendravimo erdvėje įtaką šio miesto gyventojų tapatybei XX amžiuje ir empirinės medžiagos pagrindu suformuluoti tokių tapatybės ideologijų konkurencijos Pietryčių Baltijos jūros regiono mieste modelį. Joje nagrinėjamas Klaipėdoje aktualizuotas nacionalistinių tapatybės ideologijų reikšminis turinys ir šių ideologijų simbolinio ir ritualinio palaikymo viešojo bendravimo erdvėje būdai 1918–1939 m., 1945–1988 m. ir po 1988 m.; yra nustatomi tapatybės ideologijų, kurios buvo palaikomos Klaipėdoje, konkurencijos... [toliau žr. visą tekstą]

This study specifically aimed to understand, through the lens of the participants, how a six-month transformative curriculum with a specific social justice agenda later shaped their relationship with social justice and prosocial activism. The Holocaust March of Remembrance and Hope Curriculum (MRHC) included a five-month preparatory course, a nine-day immersion in Holocaust history through the March of Remembrance and Hopes study tour in Poland, and a post-trip meeting to present student projects. This study is qualitative in nature and was primarily based on three, sixty-minute interview sessions for each participant. Participants were recruited from the eleven (Mid-western university) students who participated in the journey. Interview questions focused on participants life history relative to racism and discrimination, trip memories, and themes surrounding their current motivation to promote social justice. Each interview was transcribed verbatim by the principal investigator and was analyzed through a constant comparative method. Five major themes emerged across the data as a whole. First, participants definitions of what exactly makes up social justice demonstrated that participants frequently discredited microlevel actions such as addressing a racist joke by indicating this was not large enough to be considered a social action. A second theme which emerged was the powerful impact of one Holocaust survivor on participants life directions in terms of specifically feeling a strong sense of responsibility to promote social equality. Third, participants experiences of the trip mirrored transformative learning models. However, two additional components were needed within the adult learning models that could be tailored for a diversity course with a specific social justice agenda. These components included providing students with ongoing support as well as social activist role-training in order to further integrate the lessons from the journey. Fourth, participants awareness of their own social identities influenced which groups later gained the most attention in terms of advocacy.

The present essay concerns Walter Benjamin’s thought regarding history and temporality as he articulated it in his last work that was only published posthumously: ”Über den Begriff der Geschichte”. The purpose is to analyze Benjamin’s construction of historical materialism and to suggest a reading of it as directed towards an opening of history. For Walter Benjamin, every moment presents itself as a possibility of radical otherness: a possibility for things to be different. In this essay, I therefore want to concentrate on key concepts constituting such possibility, namely, remembrance [Eingedenken] and redemption [Erlösung]. I will further examine their relation to the specific experience of the past. Following Benjamin, in this essay I am constructing a critique of positivist concepts of linear time and Marxist teleology in regard to history and temporality. Another purpose is to establish an alternative concept of history and temporality as it is to be found in Benjamin’s own thought. Furthermore, the essay seeks to engage in a dialog with Benjamin’s historical reflection in an attempt of capturing the Benjaminian concepts of dialectical image and now-time [Jetztzeit] and by doing this to envisage a genuine break from the notion of historical progress. In presenting such a break as a possibility of opening up history, I seek to raise the question of political action [Aktion]. As demonstrated in the essay, the notion of action, its ethics and politics, is to be found, both implicitly and explicitly, in the way Benjamin develops the persona of the historical materialist and in his concept of redemption, but the analysis must start with a thorough investigation of the concept of remembrance [Eingedenken], without which Benjamin’s meaning cannot be understood.

Orientador: Rosa Maria Feiteiro Cavalari / Banca: Álvaro Tenca / Banca: Maria Inês Rauter Mancuso / Resumo: Esta pesquisa tem como objetivo identificar, a partir da memória de velhas professoras, as concepções de natureza e de relação sociedade-natureza presentes nos depoimentos de velhas professoras da rede pública estadual de uma cidade do interior do estado de São Paulo, nas décadas de 1960 e 1970. Acreditamos que entender como determinada sociedade "torna a natureza presente" Bornheim (1985), é fundamental para a superação dos impasses gerados pela problemática ambiental. Para a realização deste trabalho, optou-se pela metodologia da história oral e constatou-se, por meio das leituras das narrativas, que as professoras entrevistadas "tornam a natureza presente" por meio de diferentes concepções. A natureza como "tudo o que existe", como "vida", uma concepção "religiosa" de natureza, a natureza como a "grande provedora de recursos naturais", a natureza como "universo", "como mãe de todas as coisas" e a natureza como aquela que "tudo recicla" são as concepções de natureza presentes nos depoimentos coletados. Várias professoras consideraram, ainda, a natureza como aquela que pode "dar respostas" e "reagir" às ações desmedidas do homem. Além disso, a natureza apareceu como aquela que deve ser preservada, pois disso depende a manutenção da nossa própria vida. No que diz respeito à relação sociedade-natureza, evidencia-se a relação conflituosa que se estabelece entre o homem e a natureza. Pode-se afirmar que, no geral, o homem foi apresentado como sendo o grande vilão, como aquele que destrói a natureza, sendo caracterizado pelas professoras, entre outras coisas, de ruim, malvado, ganancioso e ignorante. Tentar compreender como a natureza e a relação sociedade-natureza se fazem presentes na memória dessas velhas professoras permite repensar como essa relação tem sido tratada atualmente no âmbito escolar. / Abstract: This research has the objective to identify from the remembrance of old teachers the nature conceptions and nature society relation presented into the old teachers attests from the state public schools from a city in the country of São Paulo in 60's and 70's. We believe that understanding as a certain society becomes a present nature Bornheim (1985) is essential to the overcoming from the conflicts generated by the environmental problematic. To the realization of this work, it was chosen the methodology of the oral history and it was found that for the reading from the narratives that the interviewed teachers make the nature presented by different conceptions. The nature as "all that exists", as "life", a "religious" conception of nature, the nature as the "big provider of natural resources", the nature as "universe", "as the mother of all things", and the nature as one "that recycles all" are the conceptions of nature present in the collected attests. Several teachers considered, yet, the nature as one that can give answers and reacts to the men's undue actions. Besides, the nature came on as one that must be preserved, because the maintenance of our own life depends on this. According to the nature society relation, it is noticeable the conflicted relation that is established between the man and the nature. It can be affirmed, in general, that man was presented as being the big guilty, as the one who destroys the nature, being characterized by the teachers among other things, as bad, mean, greedy and ignorant. Trying to understand how the nature and the nature society relation are present in the remembrance of these old masters, allow us to think again how this relation has been currently dealt in the scholar environment. / Mestre

This study handles over the appreciation of the precolonial archaeological heritage, placed in institutions of preservation, guard and exposition of three towns in Vale do Taquari/RS region. The three selected towns are Arvorezinha, Lajeado e Taquari and the institutions are, respectively, the Museu Municipal de Arvorezinha; Museu Histórico Bruno Born; Casa Costa e Silva. The main purpose of the present research is to diagnose the space and the treatment dispensed to precolonial material culture in these places of remembrance and to verify if they receive a different treatment in relation to historical materials. The study was accomplished through data collection, based on field research method, with the filling out of a diagnosis form, previously elaborated. The result achieved suggests that, in the institutions researched, the archaeological materials are discredited, in opposition to the historical ones, and they aren't correctly contextualized, being observed as curious and eccentric objects, without any relation to the local community. / O presente trabalho trata da valorização do patrimônio arqueológico précolonial, lotado nas instituições de preservação, guarda e exposição de três municípios da região do Vale do Taquari/RS. Os três municípios selecionados para pesquisa são Arvorezinha, Lajeado e Taquari e as instituições respectivamente são Museu Municipal de Arvorezinha; Museu Histórico Bruno Born; Casa Costa e Silva. O objetivo principal da pesquisa é diagnosticar o espaço e tratamento dispensado a cultura material précolonial nestes lugares de memória e verificar se recebem um tratamento diferenciado em relação aos materiais históricos. O trabalho foi realizado por meio de levantamento de dados em pesquisa de campo com preenchimento de uma Ficha Diagnóstico previamente elaborada. O resultado a que se chegou é que nas instituições pesquisadas o material encontrase desprestigiado em contraponto aos materiais históricos, não estando devidamente contextualizado, sendo visto como objetos de curiosidade, excentricidade sem relação com a comunidade que os expõe.