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Culture and History in the Pacific is a collection of essays originally published in 1990. The texts explore from different perspectives the question of culture as a repository of historical information. They also address broader questions of anthropological writing at the time, such as the relationship between anthropologists' representations and local conceptions. This republication aims to make the book accessible to a wider audience, and in the region it discusses, Oceania. A new introductory essay has been included to contextualize the volume in relation to its historical setting, the end of the Cold War era, and to the present study of the Pacific and indigenous scholarship. The authors of Culture and History in the Pacific include prominent anthropologists of the Pacific, some of whom - Roger Keesing and Marilyn Strathern, to name but two - have also been influential in the anthropology of the late 20th and early 21st century in general

Culture and History in the Pacific is a collection of essays originally published in 1990. The texts explore from different perspectives the question of culture as a repository of historical information. They also address broader questions of anthropological writing at the time, such as the relationship between anthropologists' representations and local conceptions.
This republication aims to make the book accessible to a wider audience, and in the region it discusses, Oceania. A new introductory essay has been included to contextualize the volume in relation to its historical setting, the end of the Cold War era, and to the present study of the Pacific and indigenous scholarship.
The authors of Culture and History in the Pacific include prominent anthropologists of the Pacific, some of whom – Roger Keesing and Marilyn Strathern, to name but two – have also been influential in the anthropology of the late 20th and early 21st century in general.

Violence in modern Africa is still often explained in the West as a result of persistent primitivism and tribalism in African cultures. This culturalist view of African conflict appears in some scholarly work as well as in much of popular culture, including the media. What such analysis misses is that European colonialism in Africa fostered non-modern, ethnically based societies through indirect rule, and post-colonial governments have largely relied on versions of the colonial system to maintain their power. Moreover, interventions by the West in post-colonial African affairs have only infrequently helped to reduce ethnic tensions. More commonly, Western intervention has been ineffective and selfserving and Western governments have been able to obscure their actions because of popular ignorance of African culture and history. African tribalism is real, but it is much more a result of modern historical events than age-old hatreds. Greater understanding of African history and culture and greater care for Africa can result in reduction of ethnic violence.

Yali's Question: Sugar, Culture, and History. Frederick Errington and Deborah Gewertz. Chicago: University of Chicago Press, 2004. 319 pp.

Abstract: This paper examines the implications of the categorical separation between Nature, Culture and History that is common in Western museums. It focuses on the Royal British Columbia Museum's (RBCM) configuration of galleries, which separates, first, the human from the natural world, and, second, First Peoples from modern history. With the basic structure of its galleries remaining largely unchanged since the 1970s, but with significant alterations and additions, the RBCM is a palimpsest whose layers can be read in relation to the changing sociopolitical contexts and hegemonic ideals through which British Columbia has been imagined and represented. Its division of Nature, Culture and History represents a perspective entangled with European colonialism and thus reproduces colonial relations of authority, regardless of the intentions of those working within the institution. At the same time, it offers opportunities for contesting colonial legacies and rethinking what these categories might mean.

The Indian National Movement was one of the largest and most popular mass movements in world history through which entire country for united bringing independence and restoring civil rights. Education, the boycott of foreign clothes and liquor, the promotion of Indian industry were some of the issues in the nationalist movements. Compulsory primary education, the lowering of the taxation on the poor and middle classes, the reduction of the salt tax were some of the major demands made by the Indian National revolutionaries. It mobilized the youth, women and men of different castes and classes into political action and brought a mighty colonial empire to its end. The country struggled to free itself from the shackles of colonialism. National leaders like, Surendra Nath Banerji, Bal Gangadhar Tilak, Jawaharlal Nehru, Netaji Subhash Chandra Bose, Lala Lajpat Rai and Mahatma Gandhi Accepted that India was not a fully structured nation and thus their objective was to promote the growing unity of the Indian people through a common struggle against colonialism. Keeping in view this political and historical scenario, and attempt is made to interpret the past, culture and history in the two major novels of Nayantara Sahgal, Rich like Us and Plans for Departure. Both the novels adequately deal with these major themes.

Women in the Ottoman Balkans were founders of pious endowments, organizers of labour and conspicuous consumers of western luxury goods; they were lovers, wives, castaways, divorcees, widows, the subjects of ballads and the narrators of folk tales, victims of communal oppression and protectors of their communities against supernatural forces. In their daily lives, they experienced oppression and self-denial in the face of frequently unsympathetic local customs, but also empowerment, self-affirmation, and acculturation. This volume not only deepens our understanding of the distinctive contributi

The article is devoted to understanding the cultural and historical aspects of the original concept of constructive ("activity") realism, which is being deve­loped by Academician Vladislav Alexandrovich Lektorsky (we celebrate his 90th birthday this year). The author suggests that the concept of the hero of the day (as well as the basis of the cultural and historical epistemology on which the author of the article relies) is based on the interpretation of a holistic person who actively transforms reality in cultural and historical communication with other people. Realizing this cultural and historical foundation of knowledge, and its gen­eral humanistic problems, V.A. Lektorsky focuses on the cognitive and technical aspects of modern epistemological issues, and cultural-historical epistemology em­phasizes the specifics of communication within advanced interdisciplinary re­search programs (megascience). In multidisciplinary scientific communications, a special layer of interaction-collaboration has been defined, which implies under­standing of each other by scientists at the sign-symbolic level. Phenomenological issues in this context becomes the center of the scientist's methodological guide­lines, since it allows interpreting the "historical" and "cultural" not so much as changeable and relative, but as dynamically balanced, allowing one to think of sci­entific modernity as historically successive. At the same time, both concepts are based on the traditions of the domestic intellectual culture of the twentieth century, which includes the ideas of G.G. Shpet and M.M. Bakhtin, S.L. Rubinstein and V.P. Zinchenko, E.V. Ilyenkov and G.P. Shchedrovitsky.

We try to think the relationship between memory, historical cultures, and history teaching in the contemporary world. First, we discuss the analysis of the contemporary world developed by Jörn Rüsen, Christian Laville, François Hartog, and Hans Ulrich Gumbrecht. Therefore, we describe the historical horizon within which the history teaching - as a part of historical culture - is challenged to answer several historical demands, such as the tension democratization/ethnocentrism and the relationship sense/presence in production and orientation of historical statements.