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With the government in the midst of yet another shake-up of the national curriculum, the teaching of history in schools has become perhaps the most contentious of proposed reforms.
Six years after the publication of the first volume of the Handbook of Nineteenth-Century European Constitutional History (1), the long-awaited second has appeared. While the first ranged from around 1770 to 1815 over 1224 pages, its successor covers the time between the Congress of Vienna (1814/1815) and the Revolutions of 1848 using 1504 pages.
The author of this very short monograph is well-known in New Zealand as a biographer and historian.
It is one of the worst vices of medievalists that we are too reluctant to take the authors of our major sources at their word. We are keen to classify (or dismiss) repeated ideas or phrases as tropes, topoi or commonplaces merely because they are frequently repeated.
This book raises the intriguing question of genre. The history discipline admits a variety – not just academic forms (such as the learned article, the monograph, the edited collection), but also textbooks on the nature of history, student guides to historical skills and types of history, not to mention the theory of history, here dismissed in a sentence (p. xi).
Paul Preston is a renowned historian, and is considered one of the world’s leading experts on 20th-century Spanish history. His book on the genocidal actions taken against Spanish civilians between 1936 and 1945 is an important resource that has changed historiography on the period.
Old historians, like old soldiers, don’t die; they simply fade away. A paradox of the historical profession is the widespread disregard shown towards ancestors. We all aspire to write groundbreaking work that will pass the test of time, but the sad truth is a given monograph will have a short shelf life and quickly join what G. M.
In her contribution to Scholars at War: Australasian Social Scientists, 1939–1945, Cassandra Pybus recounts the story of a late night drinking session in Melbourne in the middle of 1944.
History as a modern academic discipline and school subject has everywhere been intimately associated with the emergence of a political consciousness of nationhood.