What Is Global History?

Conrad, Stefan

doi:10.1515/9781400880966

Cited by 174 publications

(43 citation statements)

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“…Accordingly, history classes should be considered an opportunity for thinking historically and not just for accumulating historical information by rote memory (Carretero and Voss 1994). About 20 years later, these initiatives were a basic support for fully developed educational programs, such as the one designed by Seixas (2004;Seixas and Morton 2013) in Canada around the idea of historical consciousness, also influenced by German authors such as Rüsen (see Retz 2015, and Seixas 2015, 2016, for reviews on these specific developments). This program has been developing six essential historical "second-order concepts" (causality, etc.)…”

Section: History Education As An Evolving Fieldmentioning

confidence: 99%

“…Thus, it can be said that to a great extent school history was born as the little sister of national historiographies. But it is important to take into account that unfortunately the school history has not experienced the same transformation as national historiographies did particularly since the second half of twentieth century when the Annales School (Burke 1990), the History of Mentalities (Braudel 1990), the History of Private Life (Aries and Duby 1992), The History of Gender (Rose 2010), the Global History (Conrad 2016) and other trends introduced enormous changes in this field. On the contrary, school history has suffered a number of changes, which will be presented below but still in many societies historical contents play a role, which is closer to the local nationalistic goals and their associated tensions than to present renovated historiographical approaches (Foster 2012).…”

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confidence: 99%

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The Teaching of Recent and Violent Conflicts as Challenges for History Education

Carretero

2017

History Education and Conflict Transformation

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Section: History Education As An Evolving Fieldmentioning

confidence: 99%

mentioning

confidence: 99%

The Teaching of Recent and Violent Conflicts as Challenges for History Education

Carretero

2017

History Education and Conflict Transformation

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“…8 Conrad notes that the reason for this view is that "many are cautious to avoid sweeping generalizations and master narratives that culminate in the modern West, wary of a rhetoric of the 'global' that they read as an imperialist discourse of domination." 9 It is healthy that there are so many different approaches in global history. We seek to encourage a liberality of approaches to generalizations in global history, with the caveat that we should be open to all approaches so long as an approach does not advocate a historical exclusivity that entirely denies the ability to offer other perspectives.…”

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confidence: 99%

Generalizations in Global History: Dealing with Diversity without Losing the Big Picture

Bennett¹,

Barton²

2017

Itinerario

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The articles in this special issue were inspired by the work of Antony G. (A. G.) Hopkins and developed during two workshops sponsored by Western Sydney University and coordinated by Brett Bennett in 2013 and 2014. The published contributions all focus on a major methodological question in global history: How do historians create or employ generalizations-abstractions created by inducing from particular instances-in the writing of histories that are global in method or scale? There has been significant debate in history, some of it explicit but more of it implicit, about the value and limitations of generalizations. Historians rely on them to adduce particular instances into larger patterns that seek to explain causality, trace trans-temporal trends, and to make comparisons between different places.This introductory article assesses three approaches to using generalizations in global history. We advocate an approach that allows historians to develop a global history methodology that is theoretically and empirically robust, open to engagement with other fields, and flexible in the face of new societal demands from historians. The following article by Antony Hopkins offers an historical chronology for analysing the process of globalization during the early modern, modern, and postcolonial periods that is informed by his forthcoming book on the global history of America and his earlier publications on globalization and global history.1 Research articles by Sarah Irving, Timothy Rowse, Gregory Barton, and Brett Bennett explore how the process of globalization influenced how people in the past conceived of and created notions of human and natural diversity. We suggest there are three main approaches to using generalizations in global history: 1) a neo-materialistic approach that allows for the development and testing of limited generalizations within history; 2) a deep history approach that engages with broader generalizations within and outside of history; and 3) a culturally informed approach with a very limited role for generalizations within and most especially outside of history. We argue for a pluralist approach that combines insights from all three views, but we do warn about the slippery slope of deconstruction implied by the third.

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“…None present volunteered, but all considered Sebastian Conrad's What is Global History (2016) at least a step in the right direction. 20 "Global History for Whom? "…”

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confidence: 99%

“…His answer is that "one of the crucial tasks of global history is to offer a critical commentary on the ongoing globalization process." 28 Parker begged to differ: historical writing, he suggested, tends to mirror developments in society but does not shape them-nor, for that matter, does it shape the future. Osterhammel argued that the days are gone when Western historians considered themselves answerable to collectives and abstractions such as the nation, a class, socialism, and so on.…”

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confidence: 99%

Writing Global History and Its Challenges—A Workshop with Jürgen Osterhammel and Geoffrey Parker

Ittersum¹,

Gottmann²,

Mostert³

2016

Itinerario

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gave an all-day workshop on global history for graduate students and junior and senior scholars of the Universities of Dundee and St. Andrews in Scotland. The workshop consisted of three discussion sessions, each with a different theme, namely the conceptualization(s), parameters, and possible future(s) of global history. The central question was to what extent this fastchanging field required adjustments of "normal" historiographical methodologies and epistemologies. The workshop participants agreed that global history focuses in particular on connections across large spaces or long timespans, or both. Yet reconstructing these webs of connections should not obscure global inequalities. In the case of empires, many of the exchanges across space and time have been ordered in a hierarchical fashion-metropoles profiting from peripheral spaces, for example -and imposed by certain groups of people on others, resulting in, for example, the enslavement or extermination of indigenous peoples. As historians, we should also ask ourselves what we do about peoples or areas that were or remain unconnected, local, and remote. Where does globalization end?

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What Is Global History?

Cited by 174 publications

References 0 publications

The Teaching of Recent and Violent Conflicts as Challenges for History Education

The Teaching of Recent and Violent Conflicts as Challenges for History Education

Generalizations in Global History: Dealing with Diversity without Losing the Big Picture

Writing Global History and Its Challenges—A Workshop with Jürgen Osterhammel and Geoffrey Parker

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