History from Below, the History of Everyday Life, and Microhistory

Port, Andrew I.

doi:10.1016/b978-0-08-097086-8.62156-6

Cited by 10 publications

(3 citation statements)

References 10 publications

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“…Therefore, through the micro we seek to better understand the macro. As Port [2015] explains, the micro-historical approach demonstrates how ordinary people have agency, they are not just passive victims of impersonal forces that dominate their destiny. By looking at history 'from below', this study seeks to understand how individuals (in this case Yoshima) participated in the formation of supra-individual forces, as well as the structures that permeate society.…”

Section: Methodsmentioning

confidence: 99%

Shigeichi Yoshima's Trajectory in the Promotion of Judo in Brazil

Borges¹,

Maçaneiro

2023

MAS

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The development and diffusion of jūdō in Brazil is attributed to a small group of Japanese immigrants in the city of São Paulo. This study seeks to present the importance of Shigeichi Yoshima (Yoshima) and his role as an immigrant in the spread of jūdō. The results demonstrate the importance of Japanese immigrants in the interior of the state of São Paulo and their links with local teachers. The proximity between Yoshima and Oda needs to be verified by further studies.

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Section: Methodsmentioning

confidence: 99%

Shigeichi Yoshima's Trajectory in the Promotion of Judo in Brazil

Borges¹,

Maçaneiro

2023

MAS

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“…Like similar studies focused on nineteenth-century households and communities in North American cities, this kind of historical archaeology has been most fruitfully applied to researching poorer urban neighborhoods where there has been an effort to reach beyond demonizing, bourgeois-driven representations of such localities to provide an account Bthat comes closer to an insider's view,^recovering the complex diversity of peoples' struggles and experiences that were part of their day-to-day existence (Yamin 2001a p. 2; see, more broadly, the essays in: Mayne and Murray 2001b;Yamin 2001bYamin , 2002Gadsby 2011;Spencer-Wood and Matthews 2011). Historians too have advocated the value of micro-historical perspectives and the study of everyday life in order to recover the agency of marginalized peoples and the complexity of their lived experiences (Port 2015).…”

Section: Introductionmentioning

confidence: 99%

People and Things on the Move: Domestic Material Culture, Poverty and Mobility in Victorian London

Owens

Jeffries

2016

Int J Histor Archaeol

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The development of what Mayne and Lawrence (Urban History 26: 325-48, 1999) termed Bethnographic^approaches to studying nineteenth-century households and urban communities has gathered momentum in recent years. As such research agendas have taken hold and been applied to new contexts, so critiques, methodological developments, and new intellectual and theoretical currents, have provided opportunities to enhance and develop approaches. This article contributes to this on-going process. Drawing upon household archaeological research on Limehouse, a poor neighborhood in Victorian London, and inspired by the theoretical insights provided by the Bnew mobilities paradigm,^it aims to place Bmobility^as a central and enabling intellectual framework for understanding the relationships between people, place, and poverty. Poor communities in nineteenth-century cities were undeniably mobile and transient. Historians and archaeologists have often regarded this mobility as an obstacle to studying everyday life in such contexts. However, examining temporal routines and geographical movements across a variety of time frames and geographical scales, this article argues that mobility is actually key to understanding urban life and an important mechanism for interpreting the fragmented material and documentary traces left by poor households in the nineteenth-century metropolis.

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“…In recent decades "history from below' has formed the intellectual milieu of many New Zealand historians who employ historical skills and new sources of evidence to challenge Pākehā centric narratives of New Zealand history (Anderson, Binney, & Harris, 2014;Ballantyne, 2012;Belich, 1996;Byrnes, 2001). Historian Andrew Port (2015) argues that the emergence of peoples' history and history from below in the 1960s "reflected the political turmoil, social upheaval, and critical atmosphere of that decade" (p. 112). In the same manner, one can clearly see contemporary concerns shaping another form of history that sees for itself a role beyond the intrinsically valuable production of new knowledge.…”

Section: Critical Historiesmentioning

confidence: 99%

Teaching and learning New Zealand's difficult history of colonisation in secondary school contexts

Harcourt¹

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<p>In recent years, awareness of New Zealand’s history of colonial injustice has grown in national consciousness. This awareness has led to much questioning of history education, particularly New Zealand’s high autonomy curriculum and its capacity to ensure that all young people encounter these ‘difficult’ aspects of the past. Yet little is known about the experiences of secondary school teachers and students during lessons on New Zealand’s history of colonisation. This study aimed to explore how teachers and students engaged with the history of colonisation, including how a sample of effective teachers and their students confronted the challenges and complexities of these pedagogical encounters. The importance of understanding this became even more significant when in 2019, the government surprised many by announcing that New Zealand history will become a compulsory feature of the curriculum at all levels of school from 2022. This thesis contributes to the new challenge of implementing compulsory curriculum content by developing a deeper understanding of the complexities currently experienced by teachers and students during lessons on colonisation. History education that focuses on historical forms of violence and its representation in curriculum is commonly referred to as the study of ‘difficult history’ (Epstein & Peck, 2018). In New Zealand, the early European colonists acquired land from the Indigenous Māori people resulting in inter-generational forms of suffering, trauma and oppression. In such a ‘settler society’ the history of one’s own nation and its instances of colonial injustice present challenges because the descendants of the early colonists remain, owning the majority of land and controlling to a large extent political systems and institutions, including schools. This thesis extends the research on difficult history by focusing on the challenges of teaching and learning the history of colonisation in New Zealand, particularly as it relates to the power dynamics of a settler society. It plays close attention to the pedagogical complexities of place and emotion and is situated within a broad framework of critical theory which seeks to explicitly acknowledge the significance of Indigenous systems of knowledge. Using a mixed method approach, this study presents findings drawn from a survey of teachers (n=298) and students (n=1889) and a multiple-site case study using qualitative approaches at four schools. In addition to classrooom based research, the study also investigated students’ experiences during field trips to places of colonial violence. Data gathering methods included interviews, semi-structured focus groups, classroom and field trip observations and a student-led photography task. Analysis of the data showed that history and social studies teachers overwhelmingly expressed critical views about the nature of colonisation and recognised that, for example, colonisation reverberates in the present and that its consequences were destructive, primarily for Māori. Teachers also comprehensively endorsed inquiry-led and discussion-based pedagogical approaches that were attentive to the conventions of the discipline of history. Some dominant conceptions, however, revealed barriers that prevented teachers’ collective ability to engage more deeply with this history, especially Māori perspectives. Students also expressed critical views about colonisation, but many still understood this process as a discrete ‘event’ found only in the past, reducing their ability to consider the implications of the past for today. Furthermore, while the majority of students were receptive to learning the history of colonisation, a significant proportion were not. The ethnographic component of the study revealed a number of complexities that hindered deeper engagement with the past. This included dealing with discomfort and resistance to histories of colonisation and the challenges teachers faced in forming relationships with iwi and hapū. The ethnographic component also showed that school field trips to sites of colonial violence held potential to operate as place-based ‘counter narratives’ that could transform students’ prior conceptions and deepen their engagement with difficult histories of place. The study concludes that two key ‘patterns of engagement’ shaped teachers’ and students’ encounters with New Zealand’s history of colonisation. In the first, many teachers struggled to engage pedagogically with Māori perspectives and approaches to the past, which made the curriculum goal of acknowledging and validating Indigenous systems of knowledge less likely. In the second, students’ emotional discomfort functioned as a complex and ever-present dynamic that potentially deepened but at times reduced their engagement with difficult histories of colonisation. Collectively these findings have implications for classroom practice and policy reform that take on a renewed urgency with New Zealand’s move toward compulsory teaching of New Zealand history.</p>

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History from Below, the History of Everyday Life, and Microhistory

Cited by 10 publications

References 10 publications

Shigeichi Yoshima's Trajectory in the Promotion of Judo in Brazil

Shigeichi Yoshima's Trajectory in the Promotion of Judo in Brazil

People and Things on the Move: Domestic Material Culture, Poverty and Mobility in Victorian London

Teaching and learning New Zealand's difficult history of colonisation in secondary school contexts

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