Ein Pilger auf Wanderschaft: Europäische Wirkungen von Adam Mickiewiczs romantischem Messianismus

2019 ◽  
Vol 29 (2) ◽  
pp. 328-342
Author(s):  
ALFRED GALL
Keyword(s):  
National Identity ◽  
Historical Narrative ◽  
European Context ◽  
Nationale Identität

Abstract Der Aufsatz geht der europäischen Wirkung von Adam Mickiewiczs Traktat Die Bücher des polnischen Volkes und der polnischen Pilgerschaft (1832) nach. Im Fokus stehen ein slowakischer – L’udovít Štúr – und ein mit der Ukraine verbundener Autor – Nikolaj (Mykola) Kostomarov –, die beide Mickiewiczs sakralisierende Geschichtsbetrachtung neu kontextualisieren. Untersucht wird die Konstruktion eines nationale Identität stiftenden Geschichtsnarrativs und die dabei angewandte Begrifflichkeit der Pilgerschaft.The paper examines the influence of Adam Mickiewicz’s treatise The Books and the Pilgrimage of the Polish Nation (1832) in a European context. The focus rests on a Slowak writer - L’udovít Štúr – and an author with an Ukrainian background – Nikolaj (Mykola) Kostomarov –, both of which are contextualizing Mickiewicz’s sacralisation of historiography in a new way. The article highlights the construction of national identity within a historical narrative and the applied vocabulary of pilgrimage.

“Turned into the Women’s Journal”: Representation of sportswomen in Hungary’s sports magazine

2017 ◽  
Vol 54 (1) ◽  
pp. 63-85 ◽  
Author(s):  
Dunja Antunovic
Keyword(s):  
National Identity ◽  
Nation Building ◽  
Eastern European ◽  
European Context ◽  
Athletic Competence ◽  
The Family ◽  
The Media ◽  
Global Patterns ◽  
Conservative Values ◽  
Visual Coverage

Over the last few decades, scholars have dedicated much attention to the coverage of sportswomen in the media. However, few of these studies are situated within the Central Eastern European context. In this study, I analyze the textual and visual coverage of sportswomen in the Hungarian monthly sports magazine Presztízs Sport and examine the ways in which Hungarian national identity is articulated through discourses of sport, athletic competence, and womanhood. This sports magazine reflects some of the global patterns in the representation of sportswomen, but also distinguishes athletes based on the sport’s historical success in Hungary. Further, it positions the családanya, the “family-mother” as a gender ideal that transcends other representation categories. The maternal athletic body affirms conservative values and contributes to the aspirations of nation-building through both reproduction and elite sporting success.

scholarly journals “In the First Place, We Don’t Like to Be Called ‘Refugees’”: Dilemmas of Representation and Transversal Politics in the Participatory Art Project 100% FOREIGN?

Humanities ◽  
2021 ◽  
Vol 10 (4) ◽  
pp. 126
Author(s):  
Anne Ring Petersen
Keyword(s):  
National Identity ◽  
Reference Point ◽  
Life Stories ◽  
Participatory Art ◽  
European Context ◽  
Political Implications ◽  
Immigration And Asylum ◽  
Refugee Experience ◽  
Privileged Site ◽  
Analytical Reference

100% FOREIGN? (100% FREMMED?) is an art project consisting of 250 life stories of individuals who were granted asylum in Denmark between 1956 and 2019. Thus, it can be said to form a collective portrait that inserts citizens of refugee backgrounds into the narrative of the nation, thereby expanding the idea of national identity and culture. 100% FOREIGN? allows us to think of participatory art as a privileged site for the exploration of intersubjective relations and the question of how to “represent” citizens with refugee experience as well as the history and practice of asylum. The conflicting aims and perceptions involved in such representations are many, as suggested by the opening sentence of Hannah Arendt’s 1943 essay “We, Refugees”: “In the first place, we don’t like to be called ‘refugees’”. Using 100% FOREIGN? as an analytical reference point, this article discusses some of the ethical and political implications of representing former refugees. It briefly considers recent Danish immigration and asylum policies to situate the project in its regional European context and argues that, similarly to its neighbouring countries, Denmark can be described as a “postmigrant society” (Foroutan). To frame 100% FOREIGN? theoretically, this article draws on Arendt’s essay, Trinh T. Minh-ha’s concept of speaking nearby, as well as the feminist concept of transversal politics (Meskimmon, Yuval-Davis). It is hoped that this approach will lead to a deeper understanding of what participatory art can bring to the ethical politics of representing refugee experience.

A Different Perspective on Canadian History: The Canadian Wing of the Art Gallery of Ontario’s New Design

2017 ◽  
Author(s):  
Jackie Sevcik
Keyword(s):  
National Identity ◽  
Art History ◽  
Historical Narrative ◽  
Canadian History ◽  
Art Gallery ◽  
Canadian Identity ◽  
Indigenous Groups ◽  
Canadian Art ◽  
Contemporary Perspective ◽  
Art Gallery Of Ontario

The issue of representation within the grand Canadian historical narrative is a topic that re‐opens previous notions about the accepted version of the Art Historical canon. While there are many aspects of Canadian Art History that are celebrated as true notions of national identity, there are many indigenous groups and ideas that do not meet the criteria to be included in the canon and are thus, not represented. This paper examines the contemporary Canadian Wing at the Art Gallery of Ontario (AGO) and will focus on showing the changes made to the gallery and how this will help Canadians understand what it means to be Canadian. What is interesting about this newly renovated wing is that the curatorial staff has successfully managed to show Canadian history from a contemporary perspective. By choosing to recognize the importance of different aspects of Canadian history to the understanding of Canadian identity, the AGO takes old practices and turns them into new traditions.

The Ukrainian History Textbook: Introducing Children to the “Ukrainian Nation”

2001 ◽  
Vol 29 (2) ◽  
pp. 325-350 ◽  
Author(s):  
Nancy Popson
Keyword(s):  
National Identity ◽  
Identity Formation ◽  
Education System ◽  
Historical Narrative ◽  
Ministry Of Education ◽  
Next Generation ◽  
History Textbook ◽  
Ukrainian Society

As Ukraine approaches its tenth year of independence, it seems an appropriate moment to ask what type of nation it has become. The process by which Ukrainians determine the boundaries and characteristics of their national identity is dynamic, and has been the source of debate at many levels of Ukrainian society. The education system can illustrate several aspects of this process of identity formation: what the dominant elite choose to teach to the next generation about nation and citizenship, whether that material is accepted or transformed in its presentation to pupils, and to what extent the pupils internalize what they have been taught. This article begins to analyze the historical narrative and underlying values that together help to define a collective understanding of “nation” through a discussion of the education system in Ukraine. In particular, it focuses on the textbook used for the introductory Ukrainian history course as an example of the values and narrative fostered by the Ministry of Education. Although the analysis focuses on a single textbook, the article also attempts to place the arguments in a broader perspective by paying attention to the context within which the textbook curriculum is created and implemented and by discussing several factors that may affect its presentation to and reception by pupils.

scholarly journals Heroic Masculinity in Post-Soviet Ukraine: Cossacks, UPA and “Svoboda”

2015 ◽  
Vol 2 (2) ◽  
pp. 3 ◽  
Author(s):  
Tetyana Bureychak ◽  
Olena Petrenko
Keyword(s):  
National Identity ◽  
Hegemonic Masculinity ◽  
Historical Narrative ◽  
Far Right ◽  
Social Hierarchies ◽  
Common Trend ◽  
Historical Periods

<p class="EW-abstract"><strong>Abstract:</strong> Revisiting the national past and searching for new heroes has become a common trend in many post-communist states, including Ukraine. An aspect that commonly remains invisible when imagining national heroes is gender. Cossacks and fighters of the UPA (<em>Ukrains'ka povstans'ka armiia</em>; Ukrainian Insurgent Army) exemplify some of the most common historical models of Ukrainian heroes. Although the two warrior groups represent rather different historical periods and are treated as national heroes in different ways, this paper seeks to uncover commonalities between them, while pointing out their specificities. In particular, the analysis here looks at the mechanisms that mythologize and naturalize Cossacks and the UPA as an integral part of the current discourses on national identity and hegemonic masculinity. Separately, we focus on the role played by the far-right party, the All-Ukrainian Union “Freedom” (“Svoboda”) in these processes. The paper also addresses broader processes of renegotiation of the national historical narrative and promotion of its androcentric heroic version, which strengthen<strong> </strong>gender neotraditionalism and social hierarchies in post-Soviet Ukraine.</p><p class="EW-Keyword">Keywords: Masculinity, Cossacks, Ukrainian Insurgent Army (UPA), Gender</p>

scholarly journals Historical Pageantry and Progressive Pedagogy at Canada’s 1927 Diamond Jubilee Celebration

2019 ◽  
pp. 1-26
Author(s):  
James Miles
Keyword(s):  
National Identity ◽  
Interwar Period ◽  
Nation Building ◽  
Historical Narrative ◽  
Historical Narratives ◽  
Public Consumption ◽  
Progressive Pedagogy ◽  
Teachers And Students

Historians have argued that Canada’s Diamond Jubilee of Confederation in 1927 represents one of the federal government’s most sustained and successful attempts at nation building in the interwar period. In this mass outpouring of patriotic celebration, schools in particular played an important role in producing commemorative events, but also in constructing an engaging and accessible historical narrative for public consumption. At the heart of these events was the staging of hundreds of historical pageants, including many performances produced by teachers and students. This article examines how progressive pedagogies, such as active and play-based learning, came to be aligned with nation-building initiatives in widely produced historical pageants. Furthermore, it examines two published historical pageant scripts performed in Ontario’s schools to reveal the dominant themes of the historical narratives being promoted in relation to Indigenous-settler relations, gender, and national identity.

Sign in / Sign up

Export Citation Format

Share Document