Two years after the revolution in Russia, the social revolution was once again fermenting on the ruins of the empires defeated in the war. The First World War was turning into a civil war and not only in countries defeated in the war. The year 1919 saw the spread of workers’ and soldiers’ councils and a series of anti-colonial revolts in the Middle East and Far East. As yet, the link between these and the October Revolution was largely symbolic, since the Communist International generally learned of events only after the fact even as it endeavoured to integrate them within a global theoretical framework. Nevertheless it felt as though revolution were spreading like a contagion, at the same time as a wave of repression no less generalized was building up. Opening in revolutionary struggle, the year 1919 would end in victory for counter-revolution.
This article explores the impact of de-Stalinization on the Soviet Union, Eastern Europe, and China. Writers, artists, and intellectuals welcomed the curtailment of repression—the so- called ‘thaw’—but their calls for openness and tolerance unnerved the Soviet party authorities. In 1956 Nikita Khrushchev denounced Stalin but he did not question the fundamentals of socialism. Still, his criticism of Stalin led to turmoil in the socialist camp, most notably unrest in Poland and the anti-Soviet insurrection in Hungary. While Khrushchev agreed to a reduction of Soviet influence in Poland, he ordered military intervention in Hungary. This intervention undermined the legitimacy of communism, as it made clear that communism in Eastern Europe was a Soviet imposition. Meanwhile, de-Stalinization untied Mao Zedong’s hands. He felt free to pursue China’s socialist transformation the way he thought best. Mao took advantage of Khrushchev’s predicament to assert China’s claim to leadership in the communist world.
Through their successfully waged war and also by their novel political strategies, eighteenth-century North Americans seeking home rule made history. By systematically organizing around a refusal of British goods and developing a new national taste, they politicized the everyday. Twenty years later, this politicization was reprised in the French Revolution. Whereas the new American aesthetic was defined by sobriety and domestic production, the forms generated in the French Revolutionary decade combined the symbols of Republicanism with styles connoting non-aristocratic values. The likeness and difference of the role of culture, domesticity, and gender in the American and French revolutions are represented in their iconic forms—homespun for the United States and the dress of the sans-culottes for France. Both revolutions were characterized by a consistent investment in material culture and everyday life, and gave rise to new political cultures. This reformulation is best conceptualized using the term “cultural revolution.”
Donald G. Kyle
To demonstrate the growth and sophistication of ancient sport studies, this chapter surveys Greek athletics and Roman spectacles from their origins to their overlap in the Roman Empire. It notes trends, debates, and new discoveries (e.g., of victory epigrams, agonistic inscriptions, gladiator burials). Revisionists are exposing traditional ideologies of sport and spectacle rooted in Victorian idealism and moralism. Challenging the traditional amateurist scenario of early athletic glory and tragic decline, they suggest continuities, transitions, and cultural discourse. Questioning Olympocentrism and the “exceptionalism” of Greece and Rome, studies now favor broader chronological, geographical, comparative, and inclusive approaches. Scholars are rethinking the significance of sport and spectacle for society, identity, spectatorship, violence, gender, and the body. Forgoing sensationalistic approaches to the shows of the Roman arena, scholars now suggest that gladiators were professional performers whose preparations, combats, and rewards had “sporting” aspects.
Eileen H. Tamura
Because of the small field of educational history, the relatively small population of Asian American youths who grew up before 1970, and the nature of education being part of a larger sociocultural phenomenon, publications on Asian American education history have been relatively few—when compared with European American, African American, and Latino education histories. This essay expands on the three factors mentioned above while discussing the extant literature on Asian American education history and suggesting areas for further inquiry. The essay examines not only formal education—K–12 schooling and higher education—but also nonformal and informal education. It further discusses the use and nonuse of theory, the intersection of Asian American education history with Asian education history, and the role of international relations in influencing the education of Asian American youths.
Global patterns of labor markets, trade, international relations, and war have contributed to the complicated heterogeneity of Asian American populations and history. Although often coded as “model minorities,” ethnic Asians are characterized by vast disparities in homeland, cultural and religious practices, migration trajectories, educational and professional attainment, degrees of integration, and transnational formations.
The notion of assimilation by immigrant groups remains beset by conceptual confusion. An examination of the way that assimilation developed in the American past, especially in the period after World War II, provides a way of cutting through the conceptual fog. Key features of historical assimilation are captured by the definition of the concept in neo-assimilation theory. However, debate over the present-day role of mainstream assimilation has been renewed by the advent of segmented assimilation. Both theories can point to evidence about the second generations issuing from contemporary immigrant groups to support their claims. A mixed picture is also found in the fundamental economic and demographic trends that are prognostic about assimilation.
The Atlantic Northeast emerged as a distinctive region between the eleventh and fifteenth centuries. Its largest tribal groupings were the Abenaki, Mi’kmaq, Penobscot, and other Wabanaki peoples; the Delaware and other Lenape peoples; and Mohegan, Mohican, Munsee, Narragansett, Pequot, and Wampanoag Indians. During the seventeenth and eighteenth centuries, these peoples struggled to survive in the face of depopulation from diseases, warfare, emigration, and other effects of European, particularly English, colonization. Thereafter, they and their communities persisted, despite further marginalization in non-Native law, society, and discourse in the United States and Canada. Since the end of the nineteenth century, Native peoples have begun to resist such marginalization through greater public visibility as celebrities and activists, by regaining some lands and rights, and by proclaiming their own perspectives on their history.
David S. Shields
In 1825, the father of gastronomy, Jean Anthelme Brillat-Savarin, proposed that the perfection of the senses in Western history coincided with the European encounter with America. How exactly did novel sensations of pleasure and pain change people on both sides of the Atlantic? Smelling, tasting, hearing, seeing, and touching changed profoundly for those who experienced the opening of the Atlantic world. This article uses the classical ‘five senses’ organisation of Western physiology as an organising principle, doing so for convenience's sake rather than to suggest that it operated as a universal structure of sensing in every culture of Europe, Africa, and the Americas. For smelling, it concentrates on the East Indies and West Indies, for hearing on Africa and Ibero-America, for tasting Central America and the West Indies (with a side glance at Africa), and for seeing north Europe and North America.
Baseball spread beyond US borders, taking hold in the Caribbean and parts of the Pacific, but never attained the global influence that British sport achieved. A. G. Spalding’s efforts to export the game and, with it, “American” values, via his 1888–1889 circumnavigation of the world met with little success. Baseball could not dislodge British football, rugby, and cricket, which had already gained purchase abroad due to Britain’s larger global presence. In the Caribbean, where baseball became the dominant sport, Cuba, Mexico, the Dominican Republic, and other countries made the game into their own national pastimes. Baseball there, open to players of all races and nations, modeled the democratic version of sport that would not exist in US pro leagues until integration after World War II. Since then, Major League Baseball has attracted ever-greater numbers of players from abroad, first from the Caribbean and more recently from Japan and Asia.
The concept of a group called “the bourgeoisie” is unusual in being both central to early modern and modern European history, and at the same time highly controversial. In old regime France, people frequently used the words “bourgeois” or “bourgeoisie” but what they meant by them was very different from the meaning historians later assigned to those terms. In the nineteenth century the idea of a “bourgeoisie” became closely associated with Marxian historical narratives of capitalist ascendancy. Does it still make sense to speak of a “bourgeoisie”? This article attempts to lay out and clarify the terms of the problem by posing a series of questions about this aspect of the social history of Ancien Régime France, with a brief look across the Channel for comparison. It considers first the problem of definition: what was and is meant by “the bourgeoisie” in the context of early modern French history? Second, what is the link between eighteenth-century economic change and the existence and nature of such a group, and can we still connect the origins of the French Revolution to the “rise” of a bourgeoisie? And finally, can the history of perceptions and representations of a bourgeoisie or middle class help us to understand why the concept has been so problematic in the longer run of French history?
Michael Frisch and Douglas Lambert
For a long time, oral history documents have been encountered and understood in two polar dimensions, not inaccurately described as “raw” and “cooked.” Considering oral history as primary source material, many discussions focus on the conducting, collecting, preserving, transcribing, and organizing of interviews as the basic “stuff” of work in the field. Alternatively, oral history has been often been approached from the vantage of its use—as selectively “cooked” and presented as History—in or as an exhibit, a film, a book, an article, a website, a text sidebar, and so on. These dimensions are each vitally important, of course, and much of the discourse of the field has been oriented to one or the other of these poles. This article further discusses the method of intra-interview passage in recording oral history. Importance of history makers in recording oral history and making them accessible is demonstrated in this article.
This chapter focuses on sport historiography in Australia and New Zealand, with three broad aims: to survey historic and historiographic developments, to consider the historiographical predominance of team ball sports, and to chart new and emerging directions. While sport had long formed part of popular discourse in both countries, in the 1980s historians began to analyze sport comprehensively, and the decades since have witnessed a substantial growth in sports historiography produced by academic scholars. Research has had a particular focus on certain sports, especially cricket, rugby, and Australian Rules football, which has been problematic in terms of its exclusivity and yet generative of important scholarly discussion and debate. New research directions, especially those emerging from an increased engagement with the cultural turn in the past decade, have yielded important studies into the fields of affect, bodies, materiality, visuality, and other areas new or rare in sports history.
Childhood and youth have undergone a period of much more intensive scrutiny within the social history of medicine in the past few decades. This article discusses the significance of health and well-being of the younger generation as it reflects a variety of wider societal concerns about national efficiency, confidence in medical practice, a healthy and well-balanced population, and the quality of social relations. It discusses more insightful discoveries about the nature of child patients and disease by studying how they are treated compared with others experiencing similar impairment. It also deals with the second theme to emerge in recent medical histories of childhood and youth focusing on the boundaries of normal life experiences. The history of child health is moving from the margins of welfare and employment into its own field, and it is hoped that future work will continue to build up a more convincing set of theoretical reference points.
This article focuses on the role of cinema in imagining the city and its influence on urban lifestyles, city space, and future visions. It considers the regional differences and temporal discrepancies that can be found both in the process of urbanization and the spread of cinematic technology. It argues that, since the early twentieth century, cinema — whether in Europe, Hollywood, or more recently Bollywood and Nollywood (Nigeria) — has been vital in promoting enhanced urban awareness and identity, and defining the image of cities both as glittering theatres of modernity and also as shock cities. Along with new types of media including television and the Internet, film has helped forge the dazzling influence of the city across a globalizing world.
Jonathan Daniel Wells
This article reviews scholarship on class and slavery. The evolution of the historiography on class and slavery is complex, and historians have only recently begun to revisit some of their basic assumptions about class formation, class ideology, and the social structure of the Old South more broadly. New studies raise questions about the ways in which human bondage and class intertwined in slave societies, particularly the American South, and have initiated a discernible shift in the field. While scholars profitably continue to study the plantation and the lives of masters and slaves, many historians now call for a wider view of southern society to take account of life in the region outside the plantation, and the various ways in which different classes of whites interacted with, and were shaped by, the institution of slavery. It is with these new calls that the subject of class is enjoying resurgence.
Lewis H. Siegelbaum and Sasu Siegelbaum
The history of sport can be considered an arena in which struggles over ways of doing things have worked themselves out, sometimes to the advantage of one class but occasionally to the benefit—or detriment—of more than one class. Sport has its antitheses—amateur versus professional, competitive versus noncompetitive, the individual versus the team—each of which contains class dimensions. In this chapter, players, fans, owners, governing bodies, and the media are treated as representatives, projections, or embodiments of classes and class fractions, struggling amongst themselves and occasionally against each other. The chapter emphasizes the formative influence of Great Britain and its class structure from the Industrial Revolution onward on the emergence of specific sports, the codification of rules, leagues, and fan bases. It analyzes the complex and sometimes contradictory nature of players as workers, their representation, and the particular dynamics between class and fan affinities.
In the Soviet Union and Maoist China several deadly famines occurred. The article argues that there is no necessary relation between collectivization of agriculture and famine. In many cases in Eastern Europe, collective agriculture was introduced and established for decades without causing mass starvation, especially when communist governments were willing to accept a mixed economy in the countryside. In the Soviet Union in 1931 and in China in 1959, however, collectivization did produce famines on a mammoth scale. These resulted directly from government decisions to launch overambitious industrial programmes to escape backwardness. Rapid urbanization and the resulting increase of millions of eaters in the urban rationing system, together with grain exports, overburdened the peasants. Rural consumption was curbed to a point that tens of millions could not survive.
Ana Isabel Madeira and Luís Grosso Correia
This chapter addresses two intertwined topics: colonial education and anticolonial intellectual struggles. The first refers to the historical period of European colonization in Africa, Asia, Oceania, and America, starting with the establishment of colonial education systems. Formal education represented the spread of colonial models of education furthered by stereotypes about indigenous cultures. The chapter concentrates on sub-Saharan African colonies, mainly the Portuguese, the English, and the French overseas territories. Anticolonial intellectual struggles are examined as movements that invoke ideas of social justice, emancipation, and opposition to the oppressive structures of racism, discrimination, and exploitation. Anticolonial thought contributed much to the reshaping of the educational systems, often relying on precolonial cultures combined with internationally influential thinkers such as Gandhi, Fanon, Césaire, and Cabral. Postcolonial theories and comparative methodologies provide an understanding of the role played by anticolonial narratives in reshaping national identities and political educational strategies.
As sport increased in popularity in the nineteenth century, the emerging mass media were there to both contribute to public interest and then to benefit from it, creating a synergism that has lasted until the present. The media–sport partnership mainly promoted the development of spectator sports, both amateur and professional, submerging (though not ignoring) participant sports.