冲突与澳大利亚纪念景观

Alison Bedford, R. Gehrmann, Martin Kerby, M. Baguley
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引用次数: 2

摘要

随着时间的推移,澳大利亚的战争纪念馆发生了变化,以反映社区情绪,并改变了人们对纪念馆外观和纪念内容的期望。二战后流行的巨石或纪念碑已经被其他形式的当代纪念所取代,包括公民、反纪念碑或反纪念碑。当代的纪念馆和纪念碑现在也试图捕捉受创伤或冲突影响的边缘化群体的声音。相比之下,二战纪念馆往往是排外的、性别歧视的,并受到国家建设议程的驱动。像澳大利亚这样的国家如何追求公众纪念,这一点的可见性和可争议性都为人们提供了丰富的见解,让人们了解到,人们越来越广泛地努力构建一种包容性的身份,这种身份超越了对战士的崇拜和将战争定位为国家生活的核心。
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Conflict and the Australian commemorative landscape
Australian war memorials have changed over time to reflect community sentiments and altered expectations for how a memorial should look and what it should commemorate. The monolith or cenotaph popular after the Great War has given way to other forms of contemporary memorialisation including civic, counter or anti-memorials or monuments. Contemporary memorials and monuments now also attempt to capture the voices of marginalised groups affected by trauma or conflict. In contrast, Great War memorials were often exclusionary, sexist and driven by a nation building agenda. Both the visibility and contestability of how a country such as Australia pursues public commemoration offers rich insights into the increasingly widespread efforts to construct an inclusive identity which moves beyond the cult of the warrior and the positioning of war as central to the life of the nation.
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来源期刊
CiteScore
0.80
自引率
33.30%
发文量
18
审稿时长
10 weeks
期刊介绍: Historical Encounters is a blind peer-reviewed, open access, interdsiciplinary journal dedicated to the empirical and theoretical study of: historical consciousness (how we experience the past as something alien to the present; how we understand and relate, both cognitively and affectively, to the past; and how our historically-constituted consciousness shapes our understanding and interpretation of historical representations in the present and influences how we orient ourselves to possible futures); historical cultures (the effective and affective relationship that a human group has with its own past; the agents who create and transform it; the oral, print, visual, dramatic, and interactive media representations by which it is disseminated; the personal, social, economic, and political uses to which it is put; and the processes of reception that shape encounters with it); history education (how we know, teach, and learn history through: schools, universities, museums, public commemorations, tourist venues, heritage sites, local history societies, and other formal and informal settings). Submissions from across the fields of public history, history didactics, curriculum & pedagogy studies, cultural studies, narrative theory, and historical theory fields are all welcome.
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