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179 books match the query 'Past' and 3 start with l
Learning to Live with the Past
Krishna Kumar
Seagull Books, 2023
This essay examines the history of the Indian subcontinent and the Partition of 1947 from a pedagogical perspective.
How does education shape political rivalry and hostility? The Partition of the Indian subcontinent in 1947—the violence that followed it, and its living legacy of rival nationalisms—has made a deep and pervasive impact on education in both India and Pakistan. In Learning to Live with the Past, educationist Krishna Kumar dwells on the complex terrain every history teacher has to navigate: how to make the past come alive without running the risk of creating a desire to lose this “pastness.”
Substantiating this question with a wealth of experiences gained from his extensive research on history textbooks, as well as his interactions with students and teachers in both countries, Kumar explores the integral function the discipline of history plays in the project of nation-building. To help children learn to live with the past, Kumar amplifies the need for spaces that create possibilities for inquiries into a “longer” common heritage shared by South Asia without necessarily denying a national narrative or encouraging an urge to undo the past.
How does education shape political rivalry and hostility? The Partition of the Indian subcontinent in 1947—the violence that followed it, and its living legacy of rival nationalisms—has made a deep and pervasive impact on education in both India and Pakistan. In Learning to Live with the Past, educationist Krishna Kumar dwells on the complex terrain every history teacher has to navigate: how to make the past come alive without running the risk of creating a desire to lose this “pastness.”
Substantiating this question with a wealth of experiences gained from his extensive research on history textbooks, as well as his interactions with students and teachers in both countries, Kumar explores the integral function the discipline of history plays in the project of nation-building. To help children learn to live with the past, Kumar amplifies the need for spaces that create possibilities for inquiries into a “longer” common heritage shared by South Asia without necessarily denying a national narrative or encouraging an urge to undo the past.
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Lessons from the Past
The Moral Use of History in Fourth-Century ProseFrances Pownall
University of Michigan Press, 2003
Because of the didactic nature of the historical genre, many scholars ancient and modern have seen connections between history and rhetoric. So far, discussion has centered on fifth-century authors -- Herodotus and Thucydides, along with the sophists and early philosophers. Pownall extends the focus of this discussion into an important period. By focusing on key intellectuals and historians of the fourth century (Plato and the major historians -- Xenophon, Ephorus, and Theopompus), she examines how these prose writers created an aristocratic version of the past as an alternative to the democratic version of the oratorical tradition.
Frances Pownall is Professor of History and Classics, University of Alberta.
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Loving Yusuf
Conceptual Travels from Present to PastMieke Bal
University of Chicago Press, 2008
When Mieke Bal reread the story of Joseph and Potiphar’s wife as an adult, she was struck by differences between her childhood memories of a moral tale and what she read today. In Loving Yusuf¸ Bal seeks to resolve this clash between memory and text, using the same story, in which Joseph spurns the advance of his master’s wife who then falsely accuses him of rape, as her point of departure. She juxtaposes the Genesis tale to the rather different version told in the Qur’an and the depictions of it by Rembrandt and explores how Thomas Mann’s great retelling in Joseph and His Brothers reworks these versions.
Through this inquiry she develops concepts for the analysis of texts that are both strange and overly familiar—culturally remote yet constantly retold. As she puts personal memories in dialogue with scholarly exegesis, Bal asks how all of these different versions complicate her own and others’ experience of the story, and how the different truths of these texts in their respective traditions illuminate the process of canonization.
Through this inquiry she develops concepts for the analysis of texts that are both strange and overly familiar—culturally remote yet constantly retold. As she puts personal memories in dialogue with scholarly exegesis, Bal asks how all of these different versions complicate her own and others’ experience of the story, and how the different truths of these texts in their respective traditions illuminate the process of canonization.
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