Suchergebnisse

Unlike the case of other European colonial powers that took part in the imperialist project between the end of the 1800s and the early 1900s, the Italian colonial experience in Libya and the Horn of Africa (1889-1947) does not count with extensive literature, either academic or artistic. The reason why this is so, in that the colonial venture has long been envisaged by the post-war political ruling class as a parenthesis of national history marked by shame and defeat whose public debate would create both internal controversies and international disapproval. The topic of colonial memory has long been dismissed and repressed on two fronts: at an institutional level, admission of colonial wrongdoings publicly happened only in the nineties; at an academic level, archives of the official colonial documentation have been set aside under the monopoly of an especially created committee thus greatly hindering historiographical research. These two issues become intertwined in the debated framework of public education, where history teaching becomes the tool for the reproduction of collective memory and the shaping of national identity. This research analyses the still withstanding legacy of colonial history among young Italians employing three different approaches to the qualitative methodology. A range of topics come into play when the legacy of colonial history and its memory meet the dynamic, multicultural, postcolonial Italian society that has been developing in the contemporary global era: perception of the immigration phenomenon, racist revivals, eurocentrism, definition of Italianness and survival of myths.

This article contributes to theorising colonialism and capitalism within the same analytic frame through a critical engagement with the uses of colonial history in new institutional economics (NIE). The 'colonial turn' in NIE holds significant diagnostic value because although it incorporates colonialism into its account of the 'great divergence', it maintains a liberal conception of capitalism predicated on private property, competitive markets, and the rule of law. It is argued that NIE achieves this effect by admitting colonialism into its history of capitalism while excluding it from its theory of capitalism. By filtering colonialism through the dichotomy between 'inclusive' and 'extractive' institutions, NIE upholds the categorical association of capitalist growth with inclusive institutions. Drawing on critical theories of political economy, the article shows the limits of the NIE framework by identifying forms of colonial capitalism that do not resolve into a stylised opposition between inclusion and extraction. Colonial slavery, commercial imperialism, and settler colonialism strain the inclusive/extractive binary by highlighting (1) the interdependence of inclusive and extractive institutions in imperial networks accumulation, and (2) the violent expropriations at the origins of inclusive institutions, above all private property. Proposing to view NIE's critique of colonialism as a 'liberal critique of capitalist unevenness', the article concludes on broader questions about inclusion and exclusion under 'actually existing capitalism'.

This research project explores the colonial hegemony and pedagogical contradictions imbedded within the process of collective-national identity development among Palestinian students in the Israeli formal educational system through inductive examination of the dialectical interplay between the three agents of the formal educational process; namely, the formal curriculum, the students and the teachers. The study utilised Grounded Theory (Glaser & Strauss, 1967) as a qualitative research method and used three sets of data: (a) the formal curriculum of history used in grades 7-12 in Palestinian schools in Israel, (b) in-depth qualitative interviews with 7 History Palestinian teachers who are officially employed by the Israeli government and teach Palestinian students in the segregated Palestinian schools in Israel, (c) in-depth interviews with 14 Palestinian college students who are graduates of this formal educational system. The three sets of data were analysed separately, then compared and contrasted to depict an overall picture of the findings of the study

Uncharted Waters? Cultures of Sea Transport and Mobility in New Zealand Colonial History