Ivan Jablonka’s History Is a Contemporary Literature offers highly innovative perspectives on the writing of history, the relationship between literature and the social sciences, and the way that both social-scientific inquiry and literary explorations contribute to our understanding of the world. Jablonka argues that the act and art of writing, far from being an afterthought in the social sciences, should play a vital role in the production of knowledge in all stages of the researcher’s work and embody or even constitute the understanding obtained. History (along with sociology and anthropology) can, he contends, achieve both greater rigor and wider audiences by creating a literary experience through a broad spectrum of narrative modes. Challenging scholars to adopt investigative, testimonial, and other experimental writing techniques as a way of creating and sharing knowledge, Jablonka envisions a social science literature that will inspire readers to become actively engaged in understanding their own pasts and to relate their histories to the present day. Lamenting the specialization that has isolated the academy from the rest of society, History Is a Contemporary Literature aims to bring imagination and audacity into the practice of scholarship, drawing on the techniques of literature to strengthen the methods of the social sciences.

Considering studying history at university? Wondering whether a history degree will get you a good job, and what you might earn? Want to know what it’s actually like to study history at degree level? This book tells you what you need to know. Studying any subject at degree level is an investment in the future that involves significant cost. Now more than ever, students and their parents need to weigh up the potential benefits of university courses. That’s where the Why Study series comes in. This series of books, aimed at students, parents and teachers, explains in practical terms the range and scope of an academic subject at university level and where it can lead in terms of careers or further study. Each book sets out to enthuse the reader about its subject and answer the crucial questions that a college prospectus does not.

The 6th book of the International Review of History Education Series, Contemporary public debates over history education, presents public debates on history education as they appear in 14 different areas of the world, in Asia, Europe, North and South America. In alphabetical order: in Brazil, by Maria Auxiliadora Schmidt and Tânia Braga Garcia, in Canada, by Peter Seixas, in England, by Rosalyn Ashby and Christopher Edwards, in Greece, by Irene Nakou and Eleni Apostolidou, in Israel, by Eyal Naveh, in Japan and South Korea, by Yonghee Suh and Makito Yurita, in Northern Ireland, by Alan McCully, in Portugal, by Isabel Barca, in Quebec (Canada), by Jean-Francois Cardin, in Singapore, by Suhaimi Afandi and Mark Baildon, in Spain, by Lis Cercadillo, in Turkey, by Dursun Dilek and Gülcin (Yapici) Dilek, and in the United States, by Peter Stearns. By illuminating common trends, national peculiarities and differences, this collective book further enriches our knowledge about crucial issues concerning public perspectives over history education in diverse parts of the world. It opens new questions and issues to be further investigated by all who are interested in this field, in terms of its historical, educational, global, national, ethnic, cultural, social and political dimensions in the current transitional and multicultural environment. This international dialogue therefore addresses historians, history education researchers, university professors, school teachers, policy makers, publishers, parents and all those who insist that history education is very important, especially if it enables young people to orientate in the present and the future in historical terms

This guide should be useful to those studying and researching modern history. International and up to date, it covers sources and controversies in the subject area and includes a section of useful addresses. The volume is divided into three main sections which together comprise a reference work for contemporary historians.

How should historians speak truth to power – and why does it matter? Why is five hundred years better than five months or five years as a planning horizon? And why is history – especially long-term history – so essential to understanding the multiple pasts which gave rise to our conflicted present? The History Manifesto is a call to arms to historians and everyone interested in the role of history in contemporary society. Leading historians Jo Guldi and David Armitage identify a recent shift back to longer-term narratives, following many decades of increasing specialisation, which they argue is vital for the future of historical scholarship and how it is communicated. This provocative and thoughtful book makes an important intervention in the debate about the role of history and the humanities in a digital age. It will provoke discussion among policymakers, activists and entrepreneurs as well as ordinary listeners, viewers, readers, students and teachers. This title is also available as Open Access.

This book brings together history educators from Australia and around the world to tell their own personal stories and how they approach teaching history in the context of contemporary tensions in the classroom. It encourages historians to think actively about how history in the classroom can play a role in helping students to make sense of their world and to act honourably within it. The contributors come from diverse backgrounds and include experienced history educators and early career academics. They showcase both a mix of approaches and democratize and decolonize the academy. The book blends theory and practice. It reflects on what is happening in the classroom and supports the discipline to understanding itself better, to improve upon its practices and to engage in academic discussion about the responsibility of teaching in the contemporary world.

Historical Ground is dedicated to understanding how contemporary landscape architecture invokes and displays historical events and narrative.

Social Theory: Its Origins, History, and Contemporary Relevance analyzes the tradition of social theory in terms of its origins and changes in kind of societies. Rossides provides a full discussion of the sociohistorical environments that generated Western social theory with a focus on the contemporary modern world. While employing a sociology of knowledge approach that identifies theories as aristocratic versus democratic, liberal versus socialist and also liberal feminist versus radical feminist; it attempts to construct a scientific, unified social theory in the West. Additionally, it also features African American theory, American culture studies, political and legal philosophy, and environmental theory.

Exploring the ambiguities of how we define the word ‘culture’ in our global society, this book identifies its imprint on architectural ideas. It examines the historical role of the cultural in architectural production and expression, looking at meaning and communication, tracing the formations of cultural identities. Chapters written by international academics in history, theory and philosophy of architecture, examine how different modes of representation throughout history have drawn profound meanings from cultural practices and beliefs. These are as diverse as the designs they inspire and include religious, mythic, poetic, political, and philosophical references.

The volume presents the changing situation of the Roma in the second half of the 20th century and examines the politics of the Hungarian state regarding minorities by analyzing legal regulations, policy documents, archival sources and sociological surveys. In the first phase analyzed (1945-61), the authors show the efforts of forced assimilation by the communist state. The second phase (1961-89) began with the party resolution denying nationality status to the Roma. Gypsy culture was equivalent with culture of poverty that must be eliminated. Forced assimilation through labor activities continued. The Roma adapted to new conditions and yet kept their distinct identity. From the 1970s, Roma intellectuals began an emancipatory movement, and its legacy is felt until this day. Although the third phase (1989-2010) brought about freedoms and rights for the Roma, with large sums spent on various Roma-related programs, the situation on the ground nevertheless did not improve. Segregation and marginalization continues, and it is rampant. The authors powerfully conclude: while Roma became part of the political community, they are still not part of the national one. Subjects: Romanies—Hungary. Romanies—Hungary—Social conditions. Marginality, Social—Hungary. Romanies—Legal status, laws, etc.—Hungary. Minorities—Government policy—Hungary. Hungary—Ethnic relations. Hungary—Social policy.