The operative role of the photographic media in making and remaking history History is increasingly made in images, not only because its records are largely photographic but also because our ideas about the past are formed in visual terms. This book offers a discussion of contemporary art practices which question the received notions of historical representations after the pivotal changes of 1989 in Europe. These art practices reveal, in different ways, the operative role of the photographic media in making and remaking history. Not limited to a particular artistic medium, they demonstrate how history is forged through enacting or re-enacting its past forms, while, on the other hand, they indicate how copying and quoting can contribute to creating a new, operative aesthetics. By foregrounding a performative character of images, art is shown to construct an alternative knowledge of the past. Among others the works of the following artists are discussed in this book: Zofia Kulik, Yael Bartana, Harun Farocki and Andrej Ujică, Luc Tuymans, Dierk Schmidt.

Completely revised and updated edition of the guide for local historians.

Karin Tilmans is an historian, and academic coordinator of the Max Weber Programme at the European University Institute, Florence. Frank van Vree is an historian and professor of journalism at the University of Amsterdam. Jay M. Winter is the Charles J. Stille Professor of History at Yale. --

In his examination of the ways in which theatre participates in the ongoing representations of and debates about the past, Freddie Rokem concentrates on the ways in which theatre after World War II has presented different aspects of the French Revolution and the Holocaust, showing us that by “performing history” actors bring the historical past and the theatrical present together.

Mentoring History Teachers in the Secondary School supports mentors to develop the knowledge, skills and understanding essential to the successful mentoring of beginning history teachers who are undertaking their initial teacher training or being inducted into the profession as early career teachers. The authors critically explore models of mentoring and place subject specificity at the heart of every chapter, offering practical mentoring strategies rooted in the best evidence and research from the history teaching community. This book is a vital source of encouragement and inspiration for all those involved in developing the next generation of history teachers, providing accessible summaries of history-specific thinking on a range of topics alongside mentoring support. Key topics include: • Understanding what being a subject-specific mentor of beginning history teachers involves. • Establishing a dialogic mentor-mentee relationship. • Supporting beginning teachers to develop the substantive and disciplinary knowledge they need to become excellent history teachers. • Guiding beginning history teachers through the lesson planning process. • Conducting subject-specific lesson observations and pre- and post-lesson discussions. • Supporting beginning history teachers to consider the purpose of history education and how they can navigate this in relation to values education, the use of ICT, and the teaching of controversial and sensitive issues. Mentoring History Teachers in the Secondary School offers an accessible and practical guide to mentoring beginning history teachers, with ready-to-use strategies to support and inspire both mentors and beginning teachers alike.

Visitors to Cuba will notice that Afro-Cuban figures and references are everywhere: in popular music and folklore shows, paintings and dolls of Santería saints in airport shops, and even restaurants with plantation themes. In Performing Afro-Cuba, Kristina Wirtz examines how the animation of Cuba’s colonial past and African heritage through such figures and performances not only reflects but also shapes the Cuban experience of Blackness. She also investigates how this process operates at different spatial and temporal scales—from the immediate present to the imagined past, from the barrio to the socialist state. Wirtz analyzes a variety of performances and the ways they construct Cuban racial and historical imaginations. She offers a sophisticated view of performance as enacting diverse revolutionary ideals, religious notions, and racial identity politics, and she outlines how these concepts play out in the ongoing institutionalization of folklore as an official, even state-sponsored, category. Employing Bakhtin’s concept of “chronotopes”—the semiotic construction of space-time—she examines the roles of voice, temporality, embodiment, imagery, and memory in the racializing process. The result is a deftly balanced study that marries racial studies, performance studies, anthropology, and semiotics to explore the nature of race as a cultural sign, one that is always in process, always shifting.

History as an academic discipline has dramatically changed over the last few decades and has become much more exciting and varied as a result of ideas from other disciplines, the influence of postmodernism and historians' incorporation of their own theoretical reflections into their work. The way history is studied at university level can vary greatly from history at school or as represented in the media and Doing History bridges that gap. Aimed at undergraduate and postgraduate students of history this is the ideal introduction to studying history as an academic subject at university. Doing History presents the ideas and debates that shape how we do history today, covering arguments about the nature of historical knowledge and the function of historical writing, whether we can really ever know what happened in the past, what sources historians depend on, and whether historians’ versions of history have more value than popular histories. This practical and accessible introduction to the discipline introduces students to these key discussions, familiarises them with the important terms and issues, equips them with the necessary vocabulary and encourages them to think about, and engage with, these questions. Clearly structured and accessibly written, it is an essential volume for all students embarking on the study of history.