The Persian War was one of the most significant events in ancient history. It halted Persia's westward expansion, inspired the Golden Age of Greece, and propelled Athens to the heights of power. From the end of the war almost to the end of antiquity, the Greeks and later the Romans recalled the battles and heroes of this war with unabated zeal. The resulting monuments and narratives have long been used to reconstruct the history of the war itself, but they have only recently begun to be used to explore how the conflict was remembered over time. States of Memory focuses on the initial recollection of the war in the classical period down to the Lamian War (480-322 BCE). Drawing together recent work on memory theory and a wide range of ancient evidence, Yates argues that the Greek memory of the war was deeply divided from the outset. Despite the panhellenic scope of the conflict, the Greeks very rarely recalled the war as Greeks. Instead they presented themselves as members of their respective city-states. What emerged was a tangled web of idiosyncratic stories about the Persian War that competed with each other fiercely throughout the classical period. It was not until Philip of Macedonia and Alexander the Great dealt a devastating blow to the very notion of the independent city-state at the battle of Chaeronea that anything like a unified memory of the Persian War came to dominate the tradition.

Place, memory, and the postwar -- Enacting post-conflict nationhood -- Yuyanapaq doesn't fit -- "There isn't just one memory, there are many memories" -- Memory under construction -- Memory's futures.

These essays survey the histories, the theories and the fault lines that compose the field of memory research. Drawing on the advances in the sciences and in the humanities, they address the question of how memory works, highlighting transactions between the interiority of subjective memory and the larger fields of public or collective memory.

No detailed description available for "Wounds of War".

This work is a detailed study of how Americans in the 1920s and 1930s interpreted and remembered the First World War. Steven Trout asserts that from the beginning American memory of the war was fractured and unsettled, more a matter of competing sets of collective memories—each set with its own spokespeople— than a unified body of myth. The members of the American Legion remembered the war as a time of assimilation and national harmony. However, African Americans and radicalized whites recalled a very different war. And so did many of the nation’s writers, filmmakers, and painters. Trout studies a wide range of cultural products for their implications concerning the legacy of the war: John Dos Passos’s novels Three Soldiers and 1919, Willa Cather’s One of Ours, William March’s Company K, and Laurence Stallings’s Plumes; paintings by Harvey Dunn, Horace Pippin, and John Steuart Curry; portrayals of the war in The American Legion Weekly and The American Legion Monthly; war memorials and public monuments like the Tomb of the Unknown Soldier; and commemorative products such as the twelve-inch tall Spirit of the American Doughboy statue. Trout argues that American memory of World War I was not only confused and contradictory during the ‘20s and ‘30s, but confused and contradictory in ways that accommodated affirmative interpretations of modern warfare and military service. Somewhat in the face of conventional wisdom, Trout shows that World War I did not destroy the glamour of war for all, or even most, Americans and enhanced it for many.

The aftermath of modern conflicts, deeply rooted in political, economic and social structures, leaves pervasive and often recurring legacies of violence. Addressing past injustice is therefore fundamental not only for societal well-being and peace, but also for future conflict prevention. In recent years, truth and reconciliation commissions have become important but contentious mechanisms for conflict resolution and reconciliation. This book fills a significant gap, examining the importance of context within transitional justice and peace-building. It lays out long-term and often unexpected indirect effects of formal and informal justice processes. Offering a novel conceptual understanding of 'procedural reconciliation' on the societal level, it features an in-depth study of commissions in Peru and Sierra Leone, providing a critical analysis of the contribution and challenges facing transitional justice in post-conflict societies. It will be of interest to scholars and students of comparative politics, international relations, human rights and conflict studies.

How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.