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This book presents new developments in Scandinavian memory cultures related to World War II and the Holocaust by combining this focus with the perspective of history didactics. The theoretical framework of historical consciousness offers an approach linking individual and collective uses and re-uses of the past to the question how history can and should be taught. It also offers some examples of good practice in this field. The book promotes a teaching practice which, in taking the social constructivist notions of historical consciousness as a starting point, can contribute to self-reflecting and critical thinking – being fundamental for any democratic political culture.

The aim of this article is to reveal the dynamics of the museum narrative of Jewish history in the contexts of Lithuanian historical culture in the period 1990–2020. Seeing the tensions between ethnocentric and polycentric, civic, civilizational models of identity in historical culture, the topic of Jewish history representation was chosen because of its complicated integration into the scheme of ethnocentric national narrative. The study shows that the museum representations of Jewish history are increasing in number and becoming more various in themes and forms. That was predetermined by the changes in the political conjuncture and public memory and by individual initiatives.

The history of the book in China from 1000 to 1800. The author compares the Chinese experience with books with that of other civilizations, particularly the European.

"This book examines the Soviet genocide in Ukraine in the 1920s and 1930s, from its Marxist-Leninist roots to its subsequent cover-up and denial. The author analyzes the role intellectual elites--especially teachers--played in shaping, contesting, and inculcating the history of the genocide"--

Teaching the history of science in non-Western countries obliges the Western-trained scholar to reflect upon the cultural assumptions implicit in our textbooks and lectures, and upon the use of language in conveying cultural bias. Judging from recent experience in Papua New Guinea and China, the training afforded Western scholars rarely prepares them for some of the most immediate `facts' of classroom life. This recognition deserves closer attention from all of us who in some sense see the world `under Western eyes'.

"Jamaica Ladies is the first systematic study of the free and freed women of European, Euro-African, and African descent who perpetuated chattel slavery and reaped its profits in the British Empire. Their actions helped transform Jamaica into the wealthiest slaveholding colony in the Anglo-Atlantic world. Starting in the 1670s, a surprisingly large and diverse group of women helped secure English control of Jamaica and, crucially, aided its developing and expanding slave labor regime by acquiring enslaved men, women, and children to protect their own tenuous claims to status and independence. Female colonists employed slaveholding as a means of advancing themselves socially and financially on the island. By owning others, they wielded forms of legal, social, economic, and cultural authority not available to them in Britain. In addition, slaveholding allowed free women of African descent, who were not far removed from slavery themselves, to cultivate, perform, and cement their free status. Alongside their male counterparts, women bought, sold, stole, and punished the people they claimed as property and vociferously defended their rights to do so. As slavery's beneficiaries, these women worked to stabilize and propel this brutal labor regime from its inception."--