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The Byzantine Empire has bequeathed to us a rich legacy of Christian churches, many of which possess historical and cultural significance. Unfortunately, the majority of these structures are currently undergoing a process of decay, having not received adequate preservation efforts. Moreover, the absence of collaboration between researchers in the various fields, each with their own focus on the study of Byzantine churches, presents a pressing need for dialogue and a collective response from these researchers. The region of Laconia, located in the south of Greece, is particularly in need of immediate attention, given the abundance of churches located therein. To address these challenges, the authors propose a novel approach involving the documentation of these churches in a digital format through the presentation of 3D models as scholarly editions that incorporate all available data sets in a multimedia format. This paper delineates several requisite specifications for 3D scholarly editions, which hold the key to solving the twin problems faced by Byzantine churches, namely, their protection and the scarcity of interdisciplinary collaboration amongst researchers. With 3D scholarly editions based on multimedia resources and adequate information management, it will be possible to facilitate collaboration and research between various fields of Byzantine studies, and beyond. Such efforts will serve to ensure that cultural heritage passed down from previous generations will be transmitted to future ones.

The development of ethnic associations, which started in mid-1850 on Argentina, must address many conflicts that belong to the migrant’s daily life and the political context at the time, which he wants to solve. Amongst them, die away from home. The present investigation essay studies the confected proceedings in the Spanish Association of Mutual Aids from Rosario (AESMR) throughout almost three decades (1857-1885) focusing on the citations and representations of death in that collective and what were the strategies that they acquired in order to achieve a memory space for their fallen associates.

The article addresses the didactic questions of what, why and how aspects of culture and history can be—and should be, it is argued—an integral part of all foreign and second languageteaching and learning. In particular, it is argued that the study of literary fiction within tertiary foreign language education can function as a gateway for students to develop not only a stronger interest in and knowledge of cultural history, but also a better understanding of the complexity of historical representation, public memory and self-identity. Drawing on current theories of narrative discourse and historical representation, as well as the experience of having taught a foreign language course in Sweden dealing with fictional representations of culturally important periods in US history, the paper shows how a personal engagement with these “little narratives,” to use Lyotard’s term, can enhance foreign language students’ understanding of, not only important historical events and periods in the shaping of contemporary Americanculture, but also of the importance of textual representation and cultural “grand narratives” in the shaping of collective identities and personal subjectivities.

This article aims to analyze the representations of women medieval elements present in Elementary School History textbooks -- years finals (6th year). We highlight in the works analyzed the methodological aspects, languages, sources, iconography and learning activities, in order to understand the way in which present the participation of women in the historical processes of the period that corresponds to the Middle Ages. The works used in this analysis were published in 2018 and are part of the 2020 PNLD, nominated: Historiar (Editora Saraiva); Estudar História: das origens do homem à era digital (Editora Moderna); História Sociedade & Cidadania;(Editora FTD). We believe that it is not enough to put women in textbooks, but it is necessary to reformulate the approaches, better explaining their role in historical processes, with new perspectives that consider social gender relations. [ABSTRACT FROM AUTHOR]

Dominant representations of history evolve through differential exercise of power to enable memory of collective triumphs and silence memory of collective misdeeds. We examined silence regarding minorities in official constructions of history and the implications of this silence for national identity and intergroup relations in Turkey. A content analysis of official constructions of history inscribed in Turkish national university admissions exams (Study 1) revealed an emphasis on celebratory events, silence about ethnic and religious minorities, and a construction of national identity in ethno-cultural (e.g., as “Turk” and “Muslim”) rather than civic terms (e.g., in terms of citizenship). An investigation with Turkish participants (Study 2) revealed that denial of historical information regarding minority populations documented in sources outside the national curriculum was associated with greater endorsement of ethno-cultural constructions of identity and less support for minority rights and freedom of expression. We discuss the liberatory potential of alternative forms of historical knowledge to promote more inclusive models of identification and improve intergroup relations.

This study focuses on the connection between social representations of history and collective memory from the perspective of elementary concepts of social representations theory: anchoring, objectification and naturalization. The aims of the study are to arrive at a conceptual clarity of this connection and demonstrate how to apply basic concepts of social representations theory to the study of collective memory. The study also focuses on the naturalized characteristics of Finnish history. The data consist of the covers of twenty Finnish history books between the years 1965 and 2014. All the covers are embellished with typography or visual images. The covers were analysed using a semiotic approach in which the interest is in the description (denotation), the associations (connotation) and the meaning system these construe (myth). The analysis shows how national history is concretized with visual images (objectification), how the meaning of representation is conveyed (anchoring) and how collective memory is maintained (naturalization), transmitted and shaped during the years. The results show how the stable collective memories and changing social representations of history are interacting. The most frequently used visual element was the colour blue, which alludes to the Finnish flag, a symbol of the nation that represents the core of Finnish history. The study suggests that it is possible to conceptualize collective memories as naturalized social representations of history. It shows how processes of anchoring and objectification serve as tools of collective memory and how the naturalized conceptions are subtly changed. In addition, the study develops the use of visual semiotic analysis in social representations research.

This study sets out to analyse some of the most widespread representations of History maintained by Primary Education Degree students, and to set up an efficient teaching procedure to develop critical capacity among these students so that they can approach historical knowledge, nowadays so subject to clichés spread by the social networks, the Internet and a whole and varied “transmedia universe”. Social representations of History among the students will be analysed through questionnaires, based on qualitative and quantitative criteria, while the teaching methods, developed together with students from the Teacher Training Degree course, the Master’s Degree Course for Secondary Teacher Training, and the Pedagogical Training Course for Primary Education Degree students (always university students) will be assessed qualitatively as a unit. The results will enable us to analyse some of the advantages and difficulties involved in an active teaching methodology based on the interests and previous knowledge of the students, even when these constitute alternative realities to scientific knowledge.