This paper draws from Silencios – a photography series by the Colombian artist Juan Manuel Echavarría. Silencios comprises more than 120 portrayals of abandoned schools due to armed conflict in Los Montes de María, Colombia. Sharing Echeverría’s belief that ‘these chalkboards have lessons to tell us about war’, the author of this paper advocates for the pedagogical use of Silencios to promote and support memory works in Colombia. The present analysis acknowledges that hegemonic memories and narratives have a negative impact on conflict-affected societies due to their authoritarian and oppressive character.
Therefore, the pedagogical use of Silencios seeks to ignite multiple narratives and counterhegemonic memories that might emerge as the public interacts with the photography. The visuals, in this sense, become an educational opportunity to stimulate reflection and resistance against the monopoly of the past in a country that is currently emerging from conflict. In this paper, the abandoned schools are considered as memory sites, and as renewed learning spaces to stimulate reflections and debates upon the armed conflict. Silencios can contribute to peacebuilding efforts by bringing up the possibility to reconsider essentialist conceptions of peace, memory, and pedagogy, that might hinder potential venues for enduring peace in Colombia. 相似文献
Addressing the absence of second-generation exiles from Southern Cone post-dictatorship memory scholarship, this paper compares two documentaries: Hora Chilena, about the British-Chilean community and Tus padres volverán, depicting Uruguayan exiles across Europe – both made by and/or about the no retornadxs (those who did not return to their countries of origin after dictatorship). The paper deploys documentary to offer a nuanced depiction of the hijxs del exilio (children of exile), finding them to be distinct to both the protagonist generation and their second-generation peers in the Southern Cone. By incorporating neglected voices and reframing post-dictatorship memory in Europe, the paper challenges memory narratives about second-generation exile. 相似文献
During the period 1982–1999, a cohort of feminist cultural activists highlighted parallels between the political, gendered, racial, and linguistic frameworks used to justify state violence in Argentina of 1976–1983 and in Germany of 1933–1945. Their cultural works indicate the transnational aspects of Argentina’s failures of modernity, and the parallel responsibilities to trauma memory assumed by women and Jews as marginalized members of society, who consequently emerge as both local and transnational agents of democratization. A number of scholars have noted Argentine writers’ and playwrights’ adoption of Holocaust cultural constructs to represent the 1976–1983 dictatorship, yet these cultural contributions have not yet been studied from the combined perspectives of post-Holocaust and post-dictatorship feminist scholarship. By providing a gendered analysis of “Holocaust multidirectionality” within a global arena of “postmemory,” this article shows the convergence of the two terms in the cultural production of women who remember, represent, and transmit the experience and meaning of the Argentine military dictatorship. 相似文献
This paper examines the relationship between political power and war remembrance by considering the way war remembrance occurs in a divided society. The purpose of this paper is to explore memory of the violent past and its uses as an ongoing arena of disputes between former adversaries and within ethnopolitical groups pushing their distinct versions of memory. Moreover, this paper examines three key aspects of the politics of remembrance: prevalent narratives, arenas of commemoration, and agencies of war remembrance, based on the case study of Kosovo. The postwar narrative and commemoration in Kosovo have evolved along ethnic lines, perpetuating antagonism and conflicting identities. Memorialization in Kosovo raises serious challenges for comprehensive transitional justice and reconciliation between these ethnic groups. The paper concludes that through appropriate civic education, critical inquiry of commemoration practices, and especially through evidence-based adaptation of the history curriculum, there is a chance to promote a culture of shared memory and to establish inclusive politics of remembrance in Kosovo, as crucial components of reconciliation and peace-building. 相似文献
Within Japanese popular culture, manga and anime have played a significant role in mediating responses to the outcome of the Pacific War. Miyazaki Hayao's (possibly) final feature-length film, The Wind Rises, has been an important addition to the preceding body of popular media ‘texts’ that raise such themes. This article aims to address the question of how far cinematic animation can reasonably be obliged to follow the kinds of historiographical concerns that inevitably arise when engaging with Japan's militarist past. To answer this question, considerable space is devoted to examining the historical context of what others have done in the post-war period and integrate that commentary into an analysis of how the works of Takahata Isao and Miyazaki Hayao fit amongst a succession of creative works that have been co-opted in the reshaping of historical perceptions of the Japanese at war amongst the Japanese themselves. This will also require some incidental discussion of methodological issues that arise when dealing with such cases as vehicles for understanding transformations in historical consciousness. Ultimately it is argued that Miyazaki does indeed make an important contribution to the commentary on the Japanese war experience, although it must, perhaps unavoidably, be on highly personal terms so far as The Wind Rises is concerned. 相似文献
After periods of major political change, incoming regimes have often declared “acts of oblivion” in which courts and sometimes citizens are commanded to forget what happened under the preceding regime. But how are courts and citizens supposed to obey this command? Must they not remember what it is they are commanded to forget? If so, obedience is only possible at the price of disobedience. This paper suggests this paradox raises important issues about the concept of memory. It argues that in order to understand acts of oblivion we need to distinguish between two aspects of memory: the cognitive, concerned with the transmission of information, and the conative, concerned with the transmission of will and affect. This distinction provides a way of avoiding the more overtly paradoxical features of acts of oblivion. However, there remain significant difficulties facing the political project of forgetting. 相似文献