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In this article, memory is examined as it relates to origin stories of the Reggio Emilia approach - an internationally renowned Italian education programme - and to the articulation of women’s experiences of gender and their narrative identity in this very particular context. The article shows that a number of women who partook in the founding of the Reggio Emilia schools suffer from what Ricoeur terms ‘wounded memory’, which occurs when public recognition and legitimisation of one’s own narrative is actively marginalised, suppressed or erased in historical, official and institutional accounts. The author describes this experience and feeling shared by the Reggio Emilia women who were interviewed and argues that this ‘wounded memory’ can be linked to a wider concern with gender inequality. The article concludes by presenting some of the missing accounts of leadership, creativity and initiative that were gathered among these women whose memory has been wounded. [ABSTRACT FROM AUTHOR]

Historical pageants were important sites of popular engagement with the past in twentieth-century Britain. They took place in many places and sometimes on a large scale, in settings ranging from small villages to industrial cities. They were staged by schools, churches, professional organisations, women's groups and political parties, among others. This article draws on contemporary studies of heritage and performance to explore the blend of history, myth and fiction that characterised pageants, and the ways in which they both shaped and reflected the self-image of local communities. Pageants were important channels of popular education as well as entertainment and, although they are sometimes seen as backward-looking and conservative spectacles, this article argues that pageants could be an effective means of enlisting the past in the service of the present and future. [ABSTRACT FROM AUTHOR]

This article examines how the Immanuel Kant Baltic Federal University and the Kaliningrad State Technical University have come to exert considerable influence over debates surrounding historical memory and identity in the Kaliningrad region. Under the direct control of the Russian Federation, the Baltic exclave of Kaliningrad is surrounded by member states of the European Union. While the region’s universities have helped to strengthen links between Kaliningrad and institutions across the European Union, the way the students and staff interact with the Russian state reflects cultural tensions in Kaliningrad society. A detailed examination of the history and identity of Kaliningrad’s universities can therefore provide deeper insights into the region’s balancing act between Europe and Russia as well as the ways in which universities can influence local debates over history and identity. [ABSTRACT FROM PUBLISHER]

In 1924, John Dewey travelled to Turkey to make recommendations on the Turkish educational system. According to many existing accounts, Dewey brought a sorely needed progressive educational perspective to a nation emerging from centuries of despair. On the whole, these accounts dismiss the Ottoman legacy and overlook how Dewey’s historical thinking coloured his view of Turkish democracy. This article draws on these considerations to offer a critical re-reading of Dewey’s trip, arguing that the visit, rather than supporting the expansion of a bottom-up democratic perspective in the Turkish educational system, actually helped advance top-down Turkish nation-building. In so doing, it explores the connections between history and democracy in Dewey’s thinking, reclaims the significance of the Ottoman legacy, examines the role of education in radically remaking the Turkish public, and points to the need for studying places and times where schooling is used to expunge history in the name of exporting democracy. [ABSTRACT FROM PUBLISHER]