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Warning Horatio -- Victorian Culture and the Diffusion of Learning -- The Culture of Happy Summary, 1920-45 -- The Age of the World Picture, 1925-45 -- Delirious Images, 1975-2000 -- Promiscuous Knowledge, 1975-2000 --Postscript: The Promiscuous Knowledge of Ken Cmiel.

AbstractThe purpose of this paper is to explore how racially gendered classed power‐relations structure history, knowledge andAmericanSociology's historical memory and disciplinary knowledge production. In order to do so, this paper will 1) utilizeCabral's (1970) theory of history to center humanity as historically developed into a racially gendered classed capitalist world‐system, 2) employ intersectionality as a heuristic device to see how knowledge is manipulated to normalize dehumanization as well as to perpetuate exploitation and privilege by denying "Othered' " knowledges, and lastly 3) sociologically imagine this racially gendered classed process in the "institutional‐structure" of American Sociology by exploring the ancestry of the concept of "intersectionality." In all this paper argues 1) American Sociology under theorizes history, a central aspect of the sociological imagination and production of new sociological knowledge, 2) American Sociology reproduces a dehumanized theory of history perMarx's "historical materialism" and 3) the structure of American Sociology's knowledge is racially gendered classed, as illustrated in the collective memory of the concept of "intersectionality."

"Dorothy Fujita-Rony's 'The Memorykeepers: Gendered Knowledges, Empires, and Indonesian American History' examines the importance of women's memorykeeping for two Toba Batak women whose twentieth-century histories span Indonesia and the United States, H.L.Tobing and Minar T. Rony. This book addresses the meanings of family stories and artifacts within a gendered and interimperial context, and demonstrates how these knowledges can produce alternate cartographies of memory and belonging within the diaspora. It thus explores how women's memorykeeping forges integrative possibility, not only physically across islands, oceans, and continents, but also temporally, across decades, empires, and generations. Thirty-five years in the making, 'The Memorykeepers' is the first book on Indonesian Americans written within the fields of US history, American Studies, and Asian American Studies"--

This article concerns the societal history of potato knowledge in early modern Sweden. Focusing on the communication process, it analyses when, how, why, and which type of knowledge of the potato was communicated and ultimately experienced a societal breakthrough in early modern Sweden. The article shows that knowledge of the potato was transformed as it crossed social, spatial, and media boundaries. The breakthrough–which only came in 1749–50–was not the result of a linear, cumulative diffusion process dating from the initial knowledge intervention in the 1650s; instead, it was the result of a particular knowledge network, long devoted to promoting the potato, finally gaining influence over important knowledge institutions, thus making mass communication possible. In the 1720s and 1730s, this network had redefined the potato in the context of agriculture and especially in relation to the phenomenon of famine and crop failure. In the subsequent period, this revised knowledge became increasingly relevant to Swedish society, as the elite became ever more concerned with food security, population policy, and agricultural and fiscal reforms. Finally, following a severe crop failure in the 1740s, political support for a broad knowledge intervention was secured.

Discusses the work of Louis Hartz, who was not the first to see that the American mind would be incapable of coping with modern history. Henry Adams made that point in the late Nineteenth century. (JLN)

"Over time and across different genres, Afghanistan has been presented to the world as potential ally, dangerous enemy, gendered space, and mysterious locale. These powerful, if competing, visions seek to make sense of Afghanistan and to render it legible. In this innovate examination, Nivi Manchanda uncovers and critically explores Anglophone practices of knowledge cultivation and representational strategies and argues that Afghanistan occupies a distinctive place in the imperial imagination: over-determined and under-theorised, owing largely to the particular history of imperial intervention in the region. Focusing on representations of gender, state and tribes, Manchanda re-historicises and de-mythologises the study of Afghanistan through a sustained critique of colonial forms of knowing and demonstrates how the development of pervasive tropes in Western conceptions of Afghanistan have enabled Western intervention, invasion and bombing in the region from the nineteenth century to the present."

This descriptive-quantitative research study determined the knowledge in the local history of the Grade 12 students in Leon, Iloilo, when respondents were classified according to a type of school, family income, place of residence, and exposure and participation in Municipal activities. Through stratified random sampling technique, 233 Grade 12 students of the six secondary schools in the Municipality of Leon Batch 2019-2020 were the selected participants. The data were gathered utilizing a duly-validated researcher-made questionnaire that was delivered via an online Google form to the selected Grade 12 students of the six secondary schools. Using SPSS (Statistical Package for the Social Sciences), the data was tallied, computer-processed, analyzed, and interpreted and set at a .05 level of significance. Students have average awareness of local history and exposure to and participation in various municipal events when classified by type of school, family income, and place of residence. When pupils were categorized according to the type of school, there was a significant difference in their knowledge of local history but no significant differences in their family income or place of residence. Students' knowledge of local history has no significant relationship to their level of exposure and participation in various municipal activities. Students are more knowledgeable about sociocultural history than they do about political history.

With concepts of participation discussed in multiple disciplines from media studies to anthropology, from political sciences to sociology, the first issue of the new yearbook History of Intellectual Culture (HIC) dedicates a thematic section to the way knowledge can and arguably must be conceptualized as "participatory". Introducing and exploring "participatory knowledge", the volume aims to draw attention to the potential of looking at knowledge formation and circulation through a new lens and to open a dialogue about how and what concepts and theories of participation can contribute to the history of knowledge. By asking who gets to participate in defining what counts as knowledge and in deciding whose knowledge is circulated, modes of participation enter into the examination of knowledge on various levels and within multiple cultural contexts. The articles in this volume attest to the great variety of approaches, contexts, and interpretations of "participatory knowledge", from the sociological projects of the Frankfurt School to the Uppsala-based Institute for Race Biology, from the Argentinian National Folklore Survey to current hashtag activism and Covid-19-archive projects. HIC sees knowledge as rooted in social and political structures, determined by modes of transfer and produced in collaborative processes. The notion of "participatory knowledge" highlights in a compelling way how knowledge is rooted in cultural practices and social configurations.

Cree and Ojibwe Traditional Environmental Knowledge and Sturgeon Co-Management in Manitoba takes an interdisciplinary approach to synthesis of Indigenous sturgeon knowledge, history, and social and scientific knowledge. To some degree this research has been driven by information needs for a specific purpose: the viability of sturgeon is threatened, domestic harvest information is lacking, and the knowledge of the sturgeon and Aboriginal relationships is incomplete. The methodology bridging these gaps generates new knowledge for sturgeon conservation efforts, a significant contribution; however, the object of the thesis was more concerned with creating a space from which to consider Indigenous knowledge in sturgeon research. The thesis concludes that to better manage the fishery now and in the future requires a greater appreciation of the marginalized knowledge of fishers and an appreciation for the environmental history of the sturgeon problem. What distinguishes this approach from others is a concern for solving a natural resource problem by including history and culture into what has mostly been a scientific discussion. While integrating TEK into co-management may resolve the sturgeon problem in Manitoba, in practice such integration and its outcome remain tentative. Successful sturgeon co-management has yet to be undertaken. There is a struggle over management options for remnant sturgeon populations in Manitoba. Sturgeon populations are so severely impacted they require interim special protection. Meanwhile, federal and provincial governments are recognizing the inherent rights of First Nations to natural resources. Governments are obliged to manage fisheries with First Nations' interests in mind. The argument is made in the thesis for the necessity of sturgeon co-management both as a means of overcoming previous failures and as a way to decolonize the fisheries. The theory and methodologies used in the thesis are applicable to other environmental studies.

"In the history of science and knowledge, materiality and space have until now frequently been studied separately. This introduction to the HSR Focus 'Spaces-Objects-Knowledge' argues that approaches that combine these aspects offer new perspectives on processes of knowledge production. Knowledge is produced, this introduction argues, in the interaction of humans, objects, and the spaces they are situated in. The tie that brings these elements together is the notion of practice. Three exemplary constellations in which humans, objects, and spaces are brought into interplay are discussed: objects producing spaces, objects circulating through different spaces, and musealized objects." (author's abstract)

Rajan Gurukkal, History and Theory of Knowledge Production (New Delhi: Oxford University Press), 2019, x + 308 pp., ₹995.