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This article offers a sampling and critique of the history of education in North America, including Canada, the United States and Mexico. Being Black and Indigenous academics, respectively, the authors' scholarship centres on community relationships, considering activism around #BlackLivesMatter and Indigenous Peoples, especially with the news of thousands of unmarked graves at former Indian Residential Schools in Canada. Amidst increasing global calls for decolonisation, social justice and accountability, we ask: how should one consider the history of education in North America amidst social unrest, climate change, the SARS-CoV-2 pandemic, ongoing colonialisms, gender inequities, police violence against Black bodies and unmarked graves of Indigenous children? This paper traces histories of Indian Residential Schools, explores schooling structures and emerging settler states, and examines the growing focus on local histories to offer new directions in the history of education that challenge antiquated national narratives. [ABSTRACT FROM AUTHOR]

Keeping a distinct focus on the 1950s-1980s, I critically evaluate the development of "doing folklore" outside the universities in Turkey. Considering two case-studies in detail, I scrutinize the trajectories of folklore knowledge, its functions, and formats in non-academic settings. I argue that the 1950s brought unprecedented changes to the practice of folklore in Turkey. Because of escalating racial/nationalist discourses, folklore at the academe went into an era of silence but bloomed outside university settings. The concentration shifted from "science" to "knowledge," which distinctively emphasized collection, display, staging, showcasing, consumption, and commercialization of folklore genres. All these activities contributed to different folklore milieus yet remained within the indissoluble contours of the nationalist state ideology in Turkey. [ABSTRACT FROM AUTHOR]

Contrasting its author's microhistorical approach with other historical methodologies, especially that of Keith Thomas, Clendinnen praises Kirsten McKenzie's A Swindler's Progress: Nobles and Convicts in the Age of Liberty (Cambridge, MA: Harvard University Press, 2010) for deftly tying the apparently idiosyncratic stories of a transported convict and the noble family whose scion he impersonated to more pervasive dynamics in nineteenth-century British imperial culture. [ABSTRACT FROM AUTHOR]

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When watching the film The Blair Witch Project we seem to be witnessing through its clumsy, apparently uncrafted footage the unmediated documentation of 'reality' as it occurs. This article argues that the carefully crafted deceit of The Blair Witch Project may be understood as part of a subversive 'public history' project that uses modern history's own scientific motifs and methodologies against itself and challenges its basic tenets. If positive myths of the past are structured into what we tend to call heritage, i.e. shared narratives affirming a positive sense of self and region or nation, then this paper argues that The Blair Witch Project takes the same notion and subverts it, giving its chosen audience a dark and unsettling sense of its own history. [ABSTRACT FROM AUTHOR]