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"Digital Thrace: Mapping the History and Culture to Enhance the Tourist Economy" is a three-year (2021–2023) research project conducted by the Democritus University of Thrace. "Thrace," a geographical rather than a regional or political designation, is divided into three nation-states (Greece, Bulgaria, and Turkey). Despite historical nationalist conflicts and ethnic stereotypes, Thrace maintains its multicultural character. This article shows that the Digital Thrace Project not only generates research but also transforms it into knowledge and cultural experiences for visitors. It bridges the gap between academic historiography and cultural studies on one side and the public space on the other. This multidisciplinary and interdisciplinary project employs cutting-edge technologies to provide two main components to its users: a digital platform primarily aimed at researchers and educators, and a digital tour application for the general public. Special attention is devoted to the project's pedagogical section. Based on the principles and methodologies of intercultural and democratic education, over 30 educational projects have been designed for primary and secondary school classes. These projects aim to engage students in exploring not only the history and culture of their own communities but also those of the others. [ABSTRACT FROM AUTHOR]

This article is an analytical and didactic proposal on how to deal with the study of the memory and history of terrorism in history classrooms. For this purpose, it is based on a didactic proposal based on cultural studies with a purpose: that students have learning tools close to youth culture. The aim of this approach is to learn about the memory of eta terrorism and related groups through the lyrics of the alternative and/or protest rock scene groups, close to the thesis of extreme left and/or radical Basque nationalism, and, therefore, to teach students to use the tools of the historian to combat myths and complexify their knowledge on the subject. [ABSTRACT FROM AUTHOR]

How can history pedagogy account for racialized experiences impacting historical thinking in the present? In contrast to a more universalized set of historical thinking skills, this article asserts a framework for historical inquiry through students' racialized experiences. What does historical inquiry through racialized experience look like? Rather than merely make room in the curriculum to validate racialized experience, students require tools to confront and historicize their experiences in a racialized world. Through three essential questions addressing the relationship between historical thinking and racialized experience, I emphasize historical scholarship that centers racially marginalized experiences. These essential questions lead into a framework for reorienting historical inquiry in the classroom, complimenting rather than replacing mainstream historical thinking pedagogy. [ABSTRACT FROM AUTHOR]

The article is aimed at analyzing a short-term experiment held on the basis of Suleyman Demirel University (Almaty, Kazakhstan) in the frame of the program "Discovery Kazakhstan". The program included language courses (Turkish, Russian, Kazakh and English) in combination with tourist and scientific components and popular science information, mainly related to cultural studies. The program also included the course "Modern Kazakhstan: its social, economic and cultural potential", which details the features of the Kazakhstani economy, Kazakh and Russian cultures, milestones of Kazakh history and peculiarities of education system in Kazakhstan. Participants of the program "Discovery Kazakhstan" were students from Turkey, USA and Malaysia. The experiment showed that a combination of language courses with tourist and scientific programs, as well as with some elements of entertainment, provides opportunities for improving and optimizing the educational process as a whole and for growing rapport between nations through the implementation of a soft power policy and intercultural contacts, in particular. [ABSTRACT FROM AUTHOR]

The article examines a mainstream curricular unit on the Haitian Revolution, centered on a culminating role-play activity. Cultural studies, subaltern studies, and hermeneutics are applied as theoretical frameworks to read the curriculum unit and its activities. These theoretical lenses sharpen an understanding of what it means to experience history in the classroom. These lenses are used to consider the political relations of power within the historical moment being studied and the political notions of power within the production of historical knowledge itself. The author conducts an analysis of the epistemological and hermeneutic problem spaces within this curriculum, with particular attention to how this curriculum unit might be translated into an urban school setting that accounts for marginalized student positions. [ABSTRACT FROM AUTHOR]

The teaching and public dissemination of Russian history in post-Soviet historiography has been shaped by a variety of approaches, including state-sponsored interpretations, views expressed in mass culture, and the work of academic historians. [ABSTRACT FROM AUTHOR]

The article examines the author's experiences teaching Pacific History and English to Japanese students. The author, an American who grew up in the Marshall Islands, examines the historical and geographic relationships between Japan and Oceania. He explores postcolonial curriculum initiatives, particularly what he cites as an "archipelagic" view of cultural studies and history. The author describes a course at the University of Tokyo he devised following several discussions with Pacific islanders entitled "A sea of islands connects us: contemporary Pacific Islander perspectives on empire, war, and globalization." The author discusses the syllabus of the course including definitions of Oceania, studying indigenous scholars, and decoding regional maps.

The trend of global history, which developed for thirty years in the US, brings valuable methodological and epistemological innovations. This trend is very fecund and dynamic. It gave rise to a large number of publications and to the creation of numerous research institutions in the US. The “global” approach is also more and more used in Europe. But it is important to notice that many of the innovations of global history are in fact not really new, but borrow their principles and methods to previous trends, like compared history or transnational history. And we have to be vigilant concerning the possible ideological motivations present in the works of global history. [ABSTRACT FROM AUTHOR]

The article discusses the positioning of Slovenian children immigrants in cultural and historical studies. Using auto/biographical and narrative methodologies, different forms of positioning are derived from migration experiences. The author concludes that migrants are humanized and the subjectivity of the objects are taken into consideration in migration research studies.

The effect of a learner's point of view of history on his or her attitude toward a language and its learning has been recognized, particularly with reference to English language learning with regard to the political/power status of the language. However, the effect of learning about the history of the target language has not been addressed. The significance of learning about culture in foreign language learning has become generally accepted as being essential to the process, but learning about the history of the target culture has been ignored. In response, an introductory English as a foreign language course was designed that included, amongst other innovative concepts, discussions about the history of the English language and the initiation of the United States of America. Classroom-based research was then undertaken with the objective of learning about the participants' perceptions of their experience of the course. Analysis of the data collected clearly indicates that learning about history in the foreign language classroom is an adult learner need. In this article, learner-participants' comments on and descriptions of how they considered the discussions about history to have been beneficial to their language learning experience are examined. [ABSTRACT FROM AUTHOR]

This work has as proposal the study on the cognitive potential of the image that allows to insert it in the group of cultural mediators participants of the construction process of the academic historical knowledge. The reflection leaves of the theoretical references of the image concept and of the possible relationship between Image and History, where are envolved concepts of visual culture and Visual History proposed by Ulpiano Meneses, for, then, to focus in the relationship between photography and History and in the possibility of photographic image use in the discipline teaching with taken as a historical construction that acts as vector for the investigation of the organization, functioning and transformation of a society. And it defends the overcome of the illustration status to which is, a lot of times, limited inside of the teaching and learning process. [ABSTRACT FROM AUTHOR]

The article examines the performance of a child in the Environmental Living Program (ELP) of Sutter's Fort, which is an overnight field trip at a State Historic Park in Sacramento, California. ELP reportedly involved its participants learning about the past by reliving the activities of earlier times. According to the manual of Sutter's Fort ELP, this program is aimed for students to learn how to survive the present with the lesson learned from past cultures. The author says that the ELP is a great method of teaching history to students.

This article addresses the issues of how feminism, cultural studies and inter-Asia studies can intersect amicably and meaningfully as an institutional program by using Yonsei University as an example. Speaking from the position of someone who is one of the founders and teachers of the Graduate Program in Cultural and Gender Studies at Yonsei University, I endeavor to analyze the possibilities and limitations of combining these fields together. This article suggests that practitioners of inter-Asian cultural studies carefully formulate and establish a conceptual framework as foundation upon which we can begin to discuss some possible commonalities for future curriculum. I believe that the framework ought to focus more on the 'post-nation state paradigm,' and incorporate the achievements of both critics of global capitalism and the neoliberal order, and creators of new meanings - including migrants and youths - as a possible transnational subjectivities. Inter-Asia cultural studies also needs to learn some lessons from the history of the belittlement and groundless exclusion of feminism experienced by the Birmingham School and Korean cultural studies practitioners and the gender-blindness they held. [ABSTRACT FROM AUTHOR]

This article focuses on trauma studies, which is an area of cultural investigation that came to prominence in the early-to-mid-1990s. The trauma studies is accused of irrelevance to "real world" issues such as history, politics and ethics due to greater epistemological focus of the earlier "textualist" paradigm that eclipsed around the mid-1980s by overtly historicist approaches, including historicism, cultural materialism, cultural studies, and various types criticisms. Cathy Caruth, one of the leading figures in trauma studies, claims that the language of trauma, and the silence of its mute repetition of suffering, demands a new mode of reading and listening that would allow people to pass out the isolation imposed on both individuals and cultures by traumatic experience.

This essay analyses the rise of Iberian cultural studies as the latest phase in the long struggle for status and prestige that has marked the institutional history of Hispanism in the American academy. I argue that Iberian cultural studies can in part be seen as an attempt to reinvent and reinvigorate a field that had long found itself marginalized, and to overcome the disciplinary ideologies and practices that contributed to that marginalization. The focus on prestige allows me to highlight the dynamics that help determine the institutional status of different fields: their cultural capital, their power and presence in terms of funding and personnel, as well as the level of their autonomy or dependence vis-à-vis other disciplines. Hispanists in the United States have been quite aware of the precarious institutional status of their field, and concerns about the status of the discipline, as well as efforts to boost it, have long been the explicit focus of discussions and debates in Hispanist journals, books, and conferences. My analysis takes the history of these discussions as one of its main points of departure. I especially focus on the years during which Hispanism was established as an academic discipline, roughly between 1915 and 1925, and on the impact of the Spanish Civil War and its immediate aftermath. [ABSTRACT FROM AUTHOR]

The author describes a process for reviewing and revamping her "Material Culture and Everyday Life" course at the University of California, Davis. She illustrates how material culture can become a site for integrating studies of history in order to illuminate the components of contemporary culture--the goal of American Studies. She discusses the five-step process she employed in introducing her students to material culture analysis, as well as her efforts to create a course that will get students to study objects as history while recognizing the effect that their own subjective presence had on the kind of history that objects could reveal.

Indigenous education has been heralded as an effective pedagogical strategy for perpetuating and reinvigorating the history, culture, and language of indigenous groups. In this article we make the case that the specific goals and practices of indigenous education, with an indispensable particularistic approach, find opposite hegemonic counterparts in national systems of education that end up diluting and weakening its intended purpose. By exploring curricular and pedagogical issues, the relationship between children and nature, connections between school and community, the promotion of certain languages above others, and the commodification of education, this article explores the common tensions that arise from the divergent epistemologies of indigenous and Western, modern education. The article concludes that if indigenous education is to be successful, it must continuously re-invent itself to ensure that it honours the basic cultural tenets of the ethnic groups it serves, recognises the hybrid nature of many indigenous practices, and uses learning as a springboard to foster social and environmental integrity. [ABSTRACT FROM AUTHOR]

The article offers information on the existence of American studies in Tehran, Iran. The University of Tehran in collaboration with the American Studies Association (ASA) has offered graduate course and masteral programs for business education which emphasize research techniques and methodologies employed by Americans. Lectures on globalization, culture, diaspora and American literature and orientalism with political and cultural awareness were also discussed in the course by academic experts on American society and history. In addition, ASA is a left-leaning organization which provides opportunity to their scholars to fully developed their understandings and learning through outside experiences.

The article focuses on the use of historical and cultural artifacts to introduce social studies content, enhance the concept of understanding, and develop literacy skills among the students. It discusses how these artifacts have offered insight into an individual's way of life. The use of artifact sharing strategies, wherein students can participate in a meaningful social studies activity is also described. Artifact sharing also addresses thematic strands of social studies curricular standards.

This paper or presentation describes courses that were designed and executed which give students the opportunity to study Native Traditions through reading Indigenous authors, visiting reservations and Pueblos and learning oral history from tribal elders and other members of First Nations. Specific courses to be included in this presentation are "Lakota Philosophy and Culture" which involves field study in Minnesota, South Dakota, and Nebraska, and the "Pueblos of Eastern New Mexico." Processes of building long term relationships and understanding protocols for respect and trust will be detailed. The learning of alternative histories and the related reclaiming of identities will be central to this presentation. The living-center of these courses consists of moving beyond the mere theorizing about the voices and perspectives of marginalized cultures and people to finding creative and potentially transforming ways of listening and knowing. [ABSTRACT FROM AUTHOR]

In Samuel Johnson's A Journey to the Western Islands of Scotland and in selected excerpts from James Boswell's Life of Johnson lie the seed of ideas that would later be adopted by the late twentieth-century "moralist," James Howard Kunstler. In his books, The Geography of Nowhere, Home from Nowhere, and The City in Mind, Kunstler, a popular American social critic, echoes many of Samuel Johnson's observations. Although Johnson loved London and Kunstler idealizes the American small town (specifically, Saratoga Springs, New York), they both understand the promise of the city in its historical context as a "marketplace for ideas and cultural values as well as material goods" (Kunstler, Nowhere 189). I contend that in the works of both Johnson and Kunstler there resides a similar thread of conviction—a moral certitude that insists that our culture may be defined not by what we build, but by what we abandon. [ABSTRACT FROM AUTHOR]

The article discusses developments in cross-cultural academic research. The author states that Australian National University's Centre for Cross-Cultural Research has announced a new field of research called "Conceptualizing Cross-Cultural Research that developed into "Interrogating Concepts of the Cross-Cultural. The article also serves to introduce several essays in the issue of the journal.

This article looks back at the publication of Personal Influence (Katz and Lazarsfeld 1955) to bring into focus the multistranded history of discussion and debate over the mass media audience during the twentieth century. In contrast with the heroic narrative, constructed retrospectively, that prioritizes cultural studies' approaches to audiences, the author suggests that this rich and interdisciplinary history offers many fruitful ways forward as the agenda shifts from mass media to new media audiences. Although audience research has long been characterized by struggles between critical and administrative schools of communication, and between opposed perspectives on the relation of the individual to society, Katz and Lazarsfeld's work, and subsequent work by Katz and his collaborators, suggests possibilities for convergence, or at least productive dialogue, across hitherto polarized perspectives as researchers collectively seek to understand how, in their everyday lives, people can, and could, engage with media to further democratic participation in the public sphere. [ABSTRACT FROM AUTHOR]

Henri Focillon is representative of a period in art history when the reproducibility of the image was established. The exponential conditions of access to images invite as to rethink art history as a theoretical discipline animated by increasingly operative scholarly analysis. Concreteness, which brings image culture into teaching and the dissemination of knowledge, has determining foundations in photography (reproduction and circulation), in "casting"-lax vehicle and figure of the double - and cinema. Thus, after founding the medieval department of the Musée des moulageu in Lyon, Focillon conceived a Bureau International de Reproduction Photographique, a veritable "database' before its time. He also researched "educational' cinema, an enterprise that was symptomatic of a "life of forms," which found in the reproducibility of images a decisive and innovative medium. [ABSTRACT FROM AUTHOR]

This article addresses issues concerning historians and their study of the Western civilization. The historian's natural enemy is people who know, and want only to know, their own immediate culture, which they accept as a supreme measure of humankind. It is the civic duty of historians to remind their fellow citizens that they are neither the first nor necessarily the most interesting people to have walked the earth, and that nations that lead their lives as if they were have often suffered terrible consequences. For new generations of high school and college students, rescue from present-day historical escapism and its great informational loss may begin in the mighty European or Western Civilization survey, which leaps over and through 25 centuries, from Mesopotamia onward, in a single academic year.

This essay compares three Japanese middle-school history textbooks and one officially approved textbook of the People's Republic of China. It illuminates similarities and differences among their descriptions of Japan's colonialism in Asia. The author treats these history textbooks for children as cultural documents as well as policy documents, and analyzes how each culture's story-telling convention is deployed to organize diverse subunits of the tale about the conflicts between the two countries. This study indicates that the Japanese texts tend to employ formulae for describing the nobility of failure, while the Chinese text follows more closely the conventional hero folktale with such functional units as endurance, struggle, and ultimate victory. A detailed relational analysis among subunits identifies the Chinese and Japanese cultural and ideological paradigms that underlie the production and interpretation of these historical texts for children. [ABSTRACT FROM AUTHOR]

Presents an interview with a historian of modern China Arif Dirlik. Dirlik's challenges to postcolonialism and post modernism; Blurring of the lines distinguishing the corporate analysis of culture from the radical analysis of culture; Dirlik's desire to study Chinese history as a student at the University of Rochester.

This paper discusses a Master's degree in History, Philosophy and Science Teaching recently created in Brazil. The paper will report a local experience but its analysis raises questions of general interest, in particular to less developed countries. This interest concerns firstly the challenges of doing research and educating people in science teaching, and developing a scientific culture, and secondly the institutional obstacles that face new and/or interdisciplinary research groups. We anticipate the conclusion that in Brazilian conditions of today projects from emergent and interdisciplinary groups can be damaged by political, cultural and institutional obstacles. [ABSTRACT FROM AUTHOR]

Presents information on a course that teaches the history of cultural contacts in North America, Latin America and other countries in the Atlantic region from 1500 to 1825. Purpose of the course; Course outline and reading assignments; Course textbooks.

The article presents an outline of the objectives for the study of Samoan history and indigenous culture that was created and proposed as a pattern by a committee of seven Samoan educators. As a result of learning under such a framework, Samoan pupils are expected to be able to explain the traditional matai or chieftain social system, the manner in which the islands were governed, the nature of the traditional material culture of old Samoa, traditional Samoan occupations, the oral arts, music, and dance practiced in traditional Samoan culture, original Samoan religious beliefs, legends and religious practices, ceremonies that were part of old Samoan culture, Samoan forms of games, sports, recreation , and entertainment, fauna, flora, and non-living elements that were significant in traditional Samoan life.

The article discusses the major areas of concentration in introductory courses and an evaluation on whether a general model might be developed in planning such courses in teacher education. There is an agreement that the topics of history, current issues, the teaching professional, school organization and administration, educational philosophy and society and culture should be included in the course content of an introductory course in teacher education. An institution should determine the major purpose of its introductory course and has the discretion in choosing the topics that it considers as important for the students. There should be a consensus within the department on selecting a course.

The article presents an outline of the different course of studies in the seventh grade level in the U.S. In history, pupils are required to begin bookbinding. The process of making a book leads to a consideration of the effort of civilization to produce a book. As the work in geography is that for which the history makes a demand, an opportunity is given here to study the world along the course of discovery and exploration. The study of German language and culture will take the form of medieval German tales and selections from histories of the crusades.

The article presents an outline of the different course of studies in the sixth grade level in the U.S. In geography, the children were given a general view of the effect of topography upon civilization. Examples of which are the slow developments of civilizations on the great open plains because of the lack of natural protection, and of fertile river basins which fostered primitive man. In history and art, children studied pictures of Egyptian, Assyrian and Greek art, and at the same time locating the home of each on the map.

The article offers the author's views concerning a legislation which banned Tucson Unified School District's (TUSD) Mexican American Studies (MAS) program in Arizona. He mentions that the ban is an affront to the educational sovereignty that nurtures and enhances the intellectual capacities of young people in learning their own culture and history. He argues that democracy should not be compromised by denying educational sovereignty among Mexican American students.

The authors reflect on the connection between cultural studies and history. They argue that cultural studies challenges what the past is and how it might be described from a wide range of ideas and modes of representation. They emphasize that history is no longer only found in archives but in the very making of alternate archives.

Introduces a series of articles about the teaching of African histories and cultures in North American and U.S. history.

Introduces a series of articles about teaching the culture and history of poverty.

This article presents a Virtual Laboratory that enables the researcher to try hypothesis and confirm data analysis about different historical processes and cultural dynamics. This Virtual Cultural Laboratory (VCL) is developed using agent-based modeling technology. Individuals' tendencies and preferences as well as the behavior of cultural objects in the transformation of cultural information are taken into consideration. In addition, the effect of local interactions at different scales over time and space is visualized through the VCL interface. Information repositories, cultural items, borders, population size, individual' tendencies and other features are determined by the user. Finally, the researcher can also isolate specific factors whose effect on the global system might be of interest to the researcher. All the code can be found at http://projects.cultureplex.ca/ [ABSTRACT FROM AUTHOR]