A programme for the teaching of history in the post- national era
Thomas Adam

Teaching history at American colleges and universities currently undergoes significant changes and transformations. Fundamental questions are raised about how we teach history and what we teach as history. There is the pressure of university administrations and boards of regents to develop online courses which students can take at their own pace. The large survey courses in American and World History are relocated from lecture halls into the virtual world of the internet where students are guided through the material with interactive tools

in The TransAtlantic reconsidered
The parable of the Labourers in the Vineyard
Mary Raschko

Teaching unreasonable tales 27 1 Teaching unreasonable tales: the parable of the Labourers in the Vineyard Me þynk þy tale vnresounable; Goddez ryȝt is redy and euermore rert, Oþer holy wryt is bot a fable. In sauter is sayd a verce ouerte Þat spekez a poynt determynable: ‘Þou quytez vchon as hys desserte, Þou hyȝe Kyng ay pertermynable.’ (Pearl 590–6)1 When the maiden in the Middle English poem Pearl concludes her rendition of the parable of the Labourers in the Vineyard (Matt 20:1–16), the Dreamer quickly denounces it as an ‘vnresounable’ tale. His reaction

in The politics of Middle English parables
The English ‘race’
Peter Yeandle

their name to the British empire? The answer to this conundrum was two-fold. First, Herbartian emphasis on teaching historical distance and chronology for purposes of recapitulation meant that these stories contrasted advances to the English character against the stases of indigenous Britons. Second, stories presented England’s path to its contemporary (self-given) status as the

in Citizenship, Nation, Empire
Felix M. Bivens

26 Innovative teaching and learning programmes from the CDRC Felix M. Bivens Context The Citizenship Development Research Consortium (CDRC) is a UK Department for the International Development-funded group of university- and NGO-based researchers working together for almost a decade, examining concepts and practices of citizenship in diverse contexts across the globe. Much of the research carried out by this collective falls within the PAR and CBR traditions, involving collaborations between university academics and those active in communities and civil society

in Knowledge, democracy and action
National origins, seafaring and the Christian impulse
Peter Yeandle

century progressed, myth was intermixed with science in order to create a distinctively Anglo-Saxon definition of English nationhood. It was in this context of a fusion of race and biology that intellectual culture could recast the Celtic Arthur as a Saxon hero, for instance. 4 Herbartians emphasised the teaching of medieval history on the grounds

in Citizenship, Nation, Empire
Peter Yeandle

Part II Imperial values and enlightened patriotism in the teaching of history, c. 1880–1930 The use of the term ‘English’ as a synonym for ‘British’ is more than just a slovenly application of the word. It represents a series of assumptions about the natural right of England to speak for Britain and, by

in Citizenship, Nation, Empire
Exhibitions and festivals
Jeffrey Richards

One of the great cultural phenomena of the age of Empire was the exhibition. The Great Exhibition of 1851 attracted over 6 million visitors; the Colonial and Indian Exhibition of 1886, 5.5 million; the 1924-25 Wembley Exhibition, 27 million. The emphasis of the 1951 Festival of Britain was very largely domestic, and confirmed the decline of the imperial sentiment that had animated the exhibitions before the war. Music was a significant element in the entertainment provided at these exhibitions. At most exhibitions military bands were ubiquitous. The Pageant was one of the principal attractions of the Exhibition and was intended to bring home in vivid visual form the heroic history of the Empire. The Pageant began with an evocation of 'Pre-Historic London' with a pastorale composed by Bell and a Druid prayer and processional music by Frank Tapp.

in Imperialism and music
Michael Eberle-Sinatra

Movies speak mainly to the eyes. Though they started talking in words some seventy years ago, what they say to our ears seldom overpowers or even matches the impact of what they show us. This essay proposes to read one more time the issue of homosexuality in Mary Shelley‘s first novel, Frankenstein. In order to offer a new angle on the homosexual component of Victor Frankenstein‘s relationship with his creature when next teaching this most canonical Romantic novel, this essay considers Shelley‘s work alongside four film adaptations: James Whale‘s 1931 Frankenstein, Whale‘s 1935 The Bride of Frankenstein, Richard O’Briens 1975 The Rocky Horror Picture Show, and Kenneth Branagh‘s 1994 Mary Shelley‘s Frankenstein. These films present their audience with original readings of their source material, readings that can be questioned with regards to their lack of truthfulness to the original works themes and characters.

Gothic Studies
Olivia Umurerwa Rutazibwa

. Quijano , A. ( 2000 ), ‘ Coloniality of Power and Eurocentrism in Latin America ’, International Sociology , 15 : 2 , 215 – 32 . Quijano , A. ( 2007 ), ‘ Coloniality and Modernity/Rationality ’, Cultural Studies , 21 : 2–3 , 168 – 78 . Rutazibwa , O. U. ( 2018 ), ‘ On Babies and Bathwater: Decolonizing International Development Studies ’, in de Jong , S. , Icaza , R. and Rutazibwa , O. U. (eds), Decolonization and Feminisms in Global Teaching and Learning ( London

Journal of Humanitarian Affairs
Open Access (free)
Governing Precarity through Adaptive Design
Mark Duffield

participation and ownership of the architectural design process through computer programming. The intention was to create ‘soft architectural machines’ that could translate human imperfections, anxieties and emotions into the rich architectural designs of a ‘new “redesigned” design process’ ( Negroponte, 2003 : 359). Defining Negroponte’s approach to programming was a constructivist conception of learning by doing – the analogy being how a child is said to learn. Not so much through formal teaching ‘but by interacting with the world, by having certain

Journal of Humanitarian Affairs