Author: James Ricalton
Publisher:
ISBN:
Category : India
Languages : en
Pages : 432

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Author: James Ricalton
Publisher:
ISBN:
Category : India
Languages : en
Pages :

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Author: Grand Rapids Public Library (Grand Rapids, Mich.)
Publisher:
ISBN:
Category :
Languages : en
Pages : 586

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Author: Daniel James Ellison
Publisher:
ISBN:
Category : Italy
Languages : en
Pages : 616

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Author: Charles Johnston
Publisher:
ISBN:
Category : Ireland
Languages : en
Pages : 280

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Author:
Publisher:
ISBN:
Category : American literature
Languages : en
Pages : 1242

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Author: Sebastian Raj Pender
Publisher: Cambridge University Press
ISBN: 1009059254
Category : History
Languages : en
Pages : 269

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Book Description
The Cawnpore Well, Lucknow Residency, and Delhi Ridge were sacred places within the British imagination of India. Sanctified by the colonial administration in commemoration of victory over the 'Sepoy Mutiny' of 1857, they were read as emblems of empire which embodied the central tenets of sacrifice, fortitude, and military prowess that underpinned Britain's imperial project. Since independence, however, these sites have been rededicated in honour of the 'First War of Independence' and are thus sacred to the memory of those who revolted against colonial rule, rather than those who saved it. The 1857 Indian Uprising and the Politics of Commemoration tells the story of these and other commemorative landscapes and uses them as prisms through which to view over 150 years of Indian history. Based on extensive archival research from India and Britain, Sebastian Raj Pender traces the ways in which commemoration responded to the demands of successive historical moments by shaping the events of 1857 from the perspective of the present. By telling the history of India through the transformation of mnemonic space, this study shows that remembering the past is always a political act.

Author: Amit Kumar
Publisher: Taylor & Francis
ISBN: 1000594556
Category : Social Science
Languages : en
Pages : 154

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This book studies the hitherto unexplored history of the shawl and silk industries of the himalyan state of Jammu and Kashmir, India. It focuses on the three processes – production, circulation, and consumption – of the textile industry of the region to highlight its socio-economic and political importance in 19th- and 20th-century Kashmir. Using the micro-history approach, it studies the sites of production – the home looms or the small karkhana – efficiency of labour, and innovations by weavers in their techniques to suit the demands of the market. It also locates the impact colonialism had on transforming the labour economy in the Kashmir textile industry. Further, it compares these karkhanas with the Scottish factories or home looms to illuminate many sites of difference and comparison between the working styles and technologies. Mapping a history as complex as the weave on the finest Kashmiri shawl, this book brings to life the interface between culture, commodity, and colonial networks. It will be of great interest to scholars and researchers of South Asian history, colonial and imperial history, cultural studies, and economic and labour history.

Author: Library Association (Portland, Or.)
Publisher:
ISBN:
Category : Classified catalogs (Dewey decimal)
Languages : en
Pages : 532

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Author: Katie Day Good
Publisher: MIT Press
ISBN: 0262356740
Category : Education
Languages : en
Pages : 293

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Book Description
How, long before the advent of computers and the internet, educators used technology to help students become media-literate, future-ready, and world-minded citizens. Today, educators, technology leaders, and policy makers promote the importance of “global,” “wired,” and “multimodal” learning; efforts to teach young people to become engaged global citizens and skilled users of media often go hand in hand. But the use of technology to bring students into closer contact with the outside world did not begin with the first computer in a classroom. In this book, Katie Day Good traces the roots of the digital era's “connected learning” and “global classrooms” to the first half of the twentieth century, when educators adopted a range of media and materials—including lantern slides, bulletin boards, radios, and film projectors—as what she terms “technologies of global citizenship.” Good describes how progressive reformers in the early twentieth century made a case for deploying diverse media technologies in the classroom to promote cosmopolitanism and civic-minded learning. To “bring the world to the child,” these reformers praised not only new mechanical media—including stereoscopes, photography, and educational films—but also humbler forms of media, created by teachers and children, including scrapbooks, peace pageants, and pen pal correspondence. The goal was a “mediated cosmopolitanism,” teaching children to look outward onto a fast-changing world—and inward, at their own national greatness. Good argues that the public school system became a fraught site of global media reception, production, and exchange in American life, teaching children to engage with cultural differences while reinforcing hegemonic ideas about race, citizenship, and US-world relations.