Slave Ships and Coffin Ships: Transatlantic Exchanges in Irish-American Blackface Minstrelsy

Abstract

Irish participation in blackface minstrelsy underwent complex transatlantic exchanges as it jumped from the US to Ireland and back again from the era of the Great Famine through the end of the nineteenth century. Most research on Irish-American blackface minstrelsy treats the Irish in America as a homogenous group that used ‘blacking up’ to establish its ethnic whiteness. However, there were at least two distinct groups of Irish Americans who participated in blackface minstrelsy: Irish Catholics and Irish Protestants. The latter’s incorporation into the history of minstrelsy means that we must reconsider assumptions about how and why the Irish performed blackface in both Ireland and America. Because Irish Protestants’ whiteness was never in question, theories of ethnic assimilation and working class anxieties do not adequately account for Irish gravitation to minstrel shows. Something else about Irish identity captivated performers and audiences. Moving beyond the racial assimilation mode, I argue that blacking up carried tensions of land dispossession, national identity, and ethnic conflict in Ireland into American culture.     

History Textbooks in Post-war Bosnia and Herzegovina

In this paper we study the history textbooks that are being used in primary and grammar schools in post-war Bosnia and Herzegovina. The analysis is based on the findings of empirical research carried out in the period 1997-1999. The results of this research indicate that in Bosnia and Herzegovina, although it is a single country, three kinds of history textbooks have been in use. These textbooks reflect the ethnic division into three distinct ethnic entities: the Bosniac, Croatian and Serbian entities. Each has its own, ethnically oriented, textbooks. Contributing more to the creation of a closed, ethnocentric identity than to an identity open to diversity, these textbooks serve more as a disintegrative than integrative factor in the post-war reconstruction period that has characterised social life in Bosnia and Herzegovina. Therefore, radical changes are needed in terms of curricula harmonisation, as well as the development of content appropriate materials for the education of Bosnia's youth so that it can fully participate in a democratic and pluralistic society.     

From facts to stories or from stories to facts? Analyzing public relations history in public relations textbooks

Leading PR-historiography provides a picture of an evolutionary process of public relations activity in which PR develops from a manipulative to a two-way, dialogue-oriented communication process. We analyzed a number of public relations textbooks to determine how their authors present PR history. Our major findings are: (1) The construct of the progressive development of PR is evenly spread throughout textbooks; (2) The majority of textbooks simply rely on storytelling and not on a theory-driven approach to PR history as we would prefer to see in PR textbooks that are used to teach university students; (3) The PR history presented in the books seems to be influenced by a paradigmatic stance. However, citation context analysis did not enable us to trace back the dissemination of this viewpoint to one paradigmatic author, and so we assume that the so-called obliteration effect prevents this proof.     

Teaching Disability History: The Case of Franklin Delano Roosevelt

Abstract

This article addresses the teaching of disability history, specifically concerning the historical figure of Franklin Delano Roosevelt (FDR). Drawing upon literature from multicultural education, disability history and disability studies in education (DSE), the authors discuss historical content and teaching ideas for instruction about FDR. The authors present findings from a content analysis of six middle level and secondary United States history textbooks, noting unanimous coverage of FDR’s disability resulting from polio. These textbooks noted how he overcame his disability and strengthened his character, referenced his decision to conceal his disability, and quoted FDR directly regarding his disability. The authors follow this analysis with discussion of several middle and high school teaching ideas that might augment textbook coverage and representation about FDR. This article explores how teachers of United States history might further develop their teaching of history through the inclusion of disability history within the context of a famous historical figure.     

Imagined Irish Communities: Networks of Social Communication of the Irish Diaspora in the United States and Britain in the Late Nineteenth and Early Twentieth Centuries

The discussion in this essay clarifies three neglected aspects of the comparative destinies of the Irish in America and Great Britain. First, it explores an apparent if generally unrecognised discrepancy between theories of nationalism and those of ethnicity, attempting to close a loophole in the literature. Secondly, it assesses what being Irish meant to the networks bridging the diasporic experience in the old country and adopted lands. Thirdly, it looks at tours overseas, mainly to the United States, by nationalist figures from the vantage point of the formation of an imagined community or network. It is suggested that the disjunction and a degree of misunderstanding about the networking process arises because the literature presumes an already existing or nearly formed Irish Catholic identity among the immigrants on arrival in new lands. Charles Stewart Parnell's trip in early 1880 also allows elucidation of theoretical paradigms. This linkage of theory and a specific form of ethnic networking yields a fresh dimension to the debate about immigration. Finally, in conclusion the analysis offers a new angle on the curious phenomenon of a resurgence or expansion of Irish ‘ethnicity’ or purported ‘new Irishness’ in the United States and elsewhere from around 1960.     

The Consumer Approach to Economic Studies

This article examines how recent history textbooks from the United States, Japan, China, and South Korea present the Korean War. The comparative analysis focuses on four areas: the causes of the Korean War, American involvement in the war, Chinese involvement in the war, and the results of the war. Analysis of the central story lines reveals that some consistent statements exist about certain events in the Korean War, but inconsistencies and conflicting views seem to dominate the history textbooks in these countries. The authors believe that comparing international history textbooks creates a good opportunity for students to see the complexity and controversy of history interpretation. Such a critical comparative approach helps students better understand how people in different countries perceive and interpret historical events. The authors argue that reviewing the similar and conflicting interpretations of the war gives students a unique opportunity to develop their critical-thinking ability and reasoning skills.     

Comfort Women: Enhancing Students’ Global Awareness through Human Right Education

Abstract

Teaching about the comfort women of World War II offers a compelling case study for the social studies classroom and human rights education. The topic will educate students to become knowledgeable about the larger world and its dark histories that have been omitted or scarcely mentioned in U.S. history textbooks. This article provides high school social studies teachers with the historical background of comfort women, rationales for including this topic in social studies curriculum, and teaching strategies and resources that teachers can use in their classrooms.     

Imagined Irish Communities: Networks of Social Communication of the Irish Diaspora in the United States and Britain in the Late Nineteenth and Early Twentieth Centuries

The discussion in this essay clarifies three neglected aspects of the comparative destinies of the Irish in America and Great Britain. First, it explores an apparent if generally unrecognised discrepancy between theories of nationalism and those of ethnicity, attempting to close a loophole in the literature. Secondly, it assesses what being Irish meant to the networks bridging the diasporic experience in the old country and adopted lands. Thirdly, it looks at tours overseas, mainly to the United States, by nationalist figures from the vantage point of the formation of an imagined community or network. It is suggested that the disjunction and a degree of misunderstanding about the networking process arises because the literature presumes an already existing or nearly formed Irish Catholic identity among the immigrants on arrival in new lands. Charles Stewart Parnell's trip in early 1880 also allows elucidation of theoretical paradigms. This linkage of theory and a specific form of ethnic networking yields a fresh dimension to the debate about immigration. Finally, in conclusion the analysis offers a new angle on the curious phenomenon of a resurgence or expansion of Irish 'ethnicity' or purported 'new Irishness' in the United States and elsewhere from around 1960.     

Deconstructing Diasporas: Networks and Identities among the Irish in Buffalo and Toronto, 1870-1910

With a view to contributing to recent calls for the integration of comparative and transnational perspectives in Irish migration history, this essay describes various networks established within Irish communities in two North American cities from 1870 to 1910, and explores their role in personal and group identity formation in particular. Case studies from Buffalo and Toronto are used to underscore the importance of spatial, as well as historical, contingency in appreciating the geographies of not simply one, but several, interrelated Irish diasporas. Focusing on these cities also illuminates the difference that these networks made to the everyday lives and social landscapes of Catholics and Protestants of Irish background in the United States and Canada during a period of intensified industrialisation. As this study shows, networks socially interconnected economic, cultural, religious and political spheres for these migrants, while also linking their localities to social fields operating at wider geographical scales.     

Reflections on the absence of formal reflection in public relations education and practice

This content analysis is a part of wider research into the value of reflective practice in public relations education and practice. Examination of this topic is important given that reflective practice is widely recognised as an essential element for claims of professionalism (Dewey, 1933; Schön, 1983, 1987), and professionalism remains an elusive goal for PR practitioners (L’Etang, 2009). This article examines the extent to which the terms and processes associated with reflective practice are formally included in the contents of a range of widely used and well regarded public relations textbooks. The aim is to provide insight into the significance (or lack of it) of reflective practice in contemporary public relations curricula. Given that textbooks are highly influential teaching media that both reflect and shape curricula, conclusions about the emphasis of reflective practice in public relations teaching can be drawn as a result of this analysis. The findings indicate that – based on the content of the textbooks analysed – reflective practice is not formally included in the public relations teaching curriculum. Further research is needed to determine whether this omission also reflects the situation in public relations practice. This research has relevance for public relations educators given that they play a significant role in influencing future generations of public relations professionals. It concludes with a call for a shift in public relations education that includes greater emphasis on reflective practice.     

Deconstructing Diasporas: Networks and Identities among the Irish in Buffalo and Toronto, 1870–1910

With a view to contributing to recent calls for the integration of comparative and transnational perspectives in Irish migration history, this essay describes various networks established within Irish communities in two North American cities from 1870 to 1910, and explores their role in personal and group identity formation in particular. Case studies from Buffalo and Toronto are used to underscore the importance of spatial, as well as historical, contingency in appreciating the geographies of not simply one, but several, interrelated Irish diasporas. Focusing on these cities also illuminates the difference that these networks made to the everyday lives and social landscapes of Catholics and Protestants of Irish background in the United States and Canada during a period of intensified industrialisation. As this study shows, networks socially interconnected economic, cultural, religious and political spheres for these migrants, while also linking their localities to social fields operating at wider geographical scales.     

Accommodation or rejection? Teenagers’ experiences of tensions between traditional and new speakers of Irish

This article analyses narratives presented by teenage Irish‐speakers about encounters between new speakers of Irish and locals in Gaeltacht (traditionally Irish‐speaking) areas. It demonstrates how two conflicting ideologies of legitimate language promoted by the state in the establishment and maintenance of Irish as ‘the national language’ alienate young new speakers of Irish and young Gaeltacht‐based Irish‐speakers from each other and from the language by construing the Gaeltacht as a resource for the nation, generating unrealistic expectations from new speakers and corresponding resentment from their Gaeltacht peers. The analysis of this case contributes to wider debates about the impact of language revitalisation policies on young people, and explores the tension that may arise between the aim of increasing the number of a language's speakers and the desire to retain its traditional functions in the communities where it has been best maintained.     

Whose knowledge is valued: a critical study of knowledge in elementary school textbooks in China

This study critically examines knowledge in elementary school textbooks in China. Language analysis and story‐line analysis are used to examine how the knowledge related to minority groups and how the knowledge related to the Han group are introduced and interpreted. This study finds that the Han knowledge dominates elementary school textbooks in China and that minority knowledge and culture are under‐represented, which demonstrates that the dominant Han group’s knowledge is seen as the ‘truth’ while minority knowledge is seen as backward. Moreover, through the dominant Han group’s selection and construction of school knowledge, the Han group reproduces its ideology and legitimates its hegemonic control over minority groups. Minority knowledge and culture are, therefore, subjugated.     

Ulster Protestants in New Zealand: A Bibliographic Essay

One of the most noticeable aspects of recent studies which examine Irish migration to New Zealand has been the identification of a sizeable contingent of Ulster Protestant settlers within that migrant stream. Their presence has proven to be a complicating factor in how the history of the Irish in New Zealand has been written and has made easy assumptions about the loyalty, identity, politics and ethnicity of that population impossible. This essay surveys the existing literature on New Zealand's Ulster Protestant population across a wide range of subjects while at the same time considering their apparent disappearance as a distinct ethnic grouping in the new world.     

Attitudes and Vocational Information

This article addresses the dearth of African American women in high school U.S. history textbooks. The authors conducted a content analysis of the images in an African American history textbook and found that black women are underrepresented. Women are found in less than 15 percent of the images in the African American history text, while they make up nearly 30–50 percent of the images in two mainstream texts that the authors analyzed. The authors use Rachel Mattson's five heuristics to show how to incorporate images of black women in more meaningful ways in the curriculum: sourcing, inside-the-frame/outside-the-frame, intertextuality, framing historical questions, and using visual codes and conventions.     

Transnationalism,Networks and Emigration from Post-War Ireland

Transnationalism is one of the widely-used concepts in the study of contemporary migrations. This article assesses the value of a transnational approach to the study of post-war Irish migration, when over a million people left Ireland, the vast majority travelling to Great Britain. The principal conclusion is that informal personal networks transcended the borders of the nation state and the Irish in Britain existed in a transnational social space which spanned the Irish Sea and included fellow-migrants, and family and friends living at home.     

Transnationalism, Networks and Emigration from Post-War Ireland

Transnationalism is one of the widely-used concepts in the study of contemporary migrations. This article assesses the value of a transnational approach to the study of post-war Irish migration, when over a million people left Ireland, the vast majority travelling to Great Britain. The principal conclusion is that informal personal networks transcended the borders of the nation state and the Irish in Britain existed in a transnational social space which spanned the Irish Sea and included fellow-migrants, and family and friends living at home.     

The Irish brawn drain: English League clubs and Irish footballers, 1946-1995

This paper draws on world systems and resource dependency theories to show how the changing recruitment practices of English League clubs have deepened the brawn drain from Irish football, thereby compounding its underdevelopment. An analysis of the origins, method of recruitment and destinations of Irish players (North and South) who appeared in the English League between 1946 and 1995 shows that English clubs imported large numbers of Irish players throughout the second half of the twentieth century. However, it was the inclusion of Irish teenagers within the youth policies of the largest clubs in the period after the 1970s that marked a break from the traditional pattern of buyer-supplier relations. Instead of continuing to purchase players who had established reputations within the Irish leagues, English clubs began to hire the most promising schoolboys before they joined Irish sides. As this practice spread, it eventually eliminated a valuable source of income: the selling of players to English clubs. Despite this development it would, however, be inappropriate to view the relationship between the Irish and English football industries as a simple zero sum game as Irish clubs benefit from employing highly trained young players who return home after failing to establish careers in England.     

Exporting Brotherhood: Orangeism in South Australia

The idea of fraternity, and how to organise it, was one of nineteenth-century Europe's invisible exports to the New World. This paper explores the international diffusion of the Loyal Orange Institution, with comparative reference to Freemasonry, its main model. Three alternative explanations are discussed for its appeal outside Ireland (that it facilitated the assimilation of emigrants, transmitted ‘tribal’ Irish animosities to fresh contexts, or adapted itself to pre-existing sectarian rivalries abroad). These hypotheses are tested used evidence from South Australia, where Orangeism flourished in the absence of heavy Ulster immigration. A collective profile of Orange South Australia is derived from Lodge records showing age, religious denomination and occupation, and the appeal of Orangeism is related to local political and religious contexts. In this case at least, Orangeism was primarily an export of organisational techniques rather than of Irish personnel or Irish bigotry.