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This book offers a comprehensive, multidisciplinary introduction to theme parks and the field of theme park studies. It identifies and discusses relevant economic, social, and cultural as well as medial, historical, and geographical aspects of theme parks worldwide, from the big international theme park chains to smaller, regional, family-operated parks. The book also describes the theories and methods that have been used to study theme parks in various academic disciplines and reviews the major contexts in which theme parks have been studied. By providing the necessary backgrounds, theories, and methods to analyze and understand theme parks both as a business field and as a socio-cultural phenomenon, this book will be a great resource to students, academics from all disciplines interested in theme parks, and professionals and policy-makers in the leisure and entertainment as well as the urban planning sector.
In its practical outlook, the interdisciplinary-driven colonial discourse theory is often criticized for its totalizing tendencies regarding the structure of the exam-ined discourse and the power relations prevailing in this framework. As a result of this structural totalization, the concerned subjects got disempowered and de-graded to mere passive objects incapable of raising their voices within the dis-course. Based on this justified criticism, this thesis investigates the role colonial subjects played in the emergence, the distribution, as well as in questioning and critiquing of the colonial discourse during the initial phase of British colonialism in West Africa. The focal point lies on three themes relevant to the period be-tween 1874 and 1914: The Ashanti-Wars, the creation of an educational system, and the issue of the so-called "Europeanized Africans." Newspapers published by the colonial elite serve as the central source material in order to reconstruct Afri-can perspectives on these subjects. First, the discursive trajectory of the first two themes will be reconstructed and then shown why the initial support of the elite gradually declined towards the end of the century. Eventually, the analyzed tendencies culminated in the emergence of the "African Regeneration" discourse, which was able to reverse the colonial discourse's basic assumptions, at least on a theoretical level. Consequently, the Africans were displayed as the "civilizer" of Europe. On the structural level, however, this discourse likewise employed a to-talizing picture of African and European societies, respectively.
For more than thirty years, collecting oral histories has been recognized as an effective teaching strategy in the West. Although it is rare in Gulf Cooperative Council (GCC) countries, the authors adopted it to bridge knowledge gaps they observed in their Saudi Arabian students. The reclamation of familial stories and tribal information using oral history methodologies reconnected students to their past while facilitating a unique learning experience. This paper describes how an oral history project was created for female undergraduate students in Saudi Arabia to help them move beyond the hard science approach supported in the Arabian world to one that embraces a narrative-based methodology. Historically, oral histories - an important pillar of Arabian society - were used to transfer significant tribal information, customs, traditions, and stories from one generation to the next. Since the discovery of oil, the kingdom has undergone dramatic societal and lifestyle transformations resulting in the loss of some traditions. The fundamental goal for this project was to improve the students' comprehension of humanities and social science courses by reconnecting them to their past using historical methods.
The Visigoths as the other
(2010)
An analysis of Roman -Visigothic relations in different terms than the usual presupposition of constant military and confessional/Christia n antagonism. Structuralist methodology demonstrates how Roman needs at precise historical moments determ in e how Visigoths were perceived and, therefore, portrayed in our source.
Student association
(2022)
The Tetrarchy as Ideology
(2023)
The Tetrarchy as Ideology
(2023)
The 'Tetrarchy', the modern name assigned to the period of Roman history that started with the emperor Diocletian and ended with Constantine I, has been a much-studied and much-debated field of the Roman Empire. Debate, however, has focused primarily on whether it was a true 'system' of government, or rather a collection of ad-hoc measures undertaken to stabilise the empire after the troubled period of the 3rd century CE. The papers collected here aim to go beyond this question and to present an innovative approach to a fascinating period of Roman history by understanding the Tetrarchy not as a system of government, but primarily as a political language. Their focus thus lies on the language and ideology of the imperial college and court, on the performance of power in imperial ceremonies, the representation of the emperors and their enemies in the provinces of the Roman world, as well as on the afterlife of Tetrarchic power in the Constantinian period.