Behind the Ties that Bind: Diaspora-making and Nation-building in China and India in Historical Perspective, 1850s-2010s

Whereas the rare existing comparative studies of Chinese and Indian diaspora policies have focused on recent periods following economic restructuring in both countries, this article, using a historical perspective, looks at diaspora policies in both countries from the angle of conceptions of the nation. Comparing three specific periods – the early twentieth century, the period between the 1950s and the 1970s, and the period since the 1970s – the article argues that there was a similarity between China and India in terms of how conceptions of the nation expanded and contracted together with both domestic and international changes during these periods, in spite of differences in nationality laws. As such, it demonstrates that countries with nationality laws based on jus sanguinis are not necessarily always more inclusive towards diaspora populations than those with nationality laws based on jus soli. In both cases, there is a tension at work between a state-led paradigm that is territorial in nature and ethnic and cultural notions of nationhood.     

Untangling liberal democracy from territoriality: from ethnic/civic to ethnic/territorial nationalism

The term ‘civic nationalism’ as it is used today in nationalism studies is misleading because it combines territorial collective identity with liberal‐democratic values. As such, for example, it does not provide much insight into the comparison of Azerbaijani and Georgian concepts of national identity. Azerbaijan, arguably an authoritarian country, has used unconditional citizenship by birth on territory (jus soli) and refused to naturalize Azeri co‐ethnics from Georgia. Georgia, seemingly a developed liberal democracy, hasn't practiced any jus soli, has bestowed citizenship on Georgian co‐ethnics abroad and refused it to its ethnic minorities. These two cases testify to the need to revise the term ‘civic nationalism’, inapplicable to many, especially non‐Western, empirical cases of national identity. By establishing distinct historical narratives based on premodernist sources, the article argues that the ethnic/territorial tension is premodern, which explains why civic nationalism has a premodern (territoriality) and a modern (liberal‐democratic values) component. Territorial collective identity, in its contrast to an ethnic one, has deep historical roots and needs to be separated from the overall umbrella of civic nationalism. Such an approach resolves many current theoretical objections to ethnic/civic dichotomy, a ubiquitous, but still insufficiently understood, heuristic tool.     

Ruptures and continuities in nationhood narratives: reconstructing the nation through history textbooks in Serbia and Croatia

While the (mis) use of history to fuel particular constructions of the nation is well‐documented in the literature, the ways in which nationhood narratives and national ideologies evolve and transform over time are rarely explored. When ruptures – such as state failure or civil war – occur, interpretations of history and nationhood narratives cannot be completely rewritten. Rather, they need to follow up upon previous, established versions, relying on anchoring motives that offer a minimum level of continuity. Relying on a systematic analysis of over forty years of history revisionism in Serbia and Croatia (1974 to 2017), I demonstrate the discursive ways in which nationhood narratives evolved over time and space: from the dismantling of the former common Socialist narrative, replacement with new ethno‐national narratives, the bumpy transformations through the democratic transitions, to the gradual consolidation into the ‘new’ reconstructed nationhood narratives prevailing in the two countries today.     

Crusade narratives in French and German history textbooks, 1871–1914

This article is a comparative study of crusade portrayals in French and German history textbooks published between 1871 and 1914. The crusades had been events that had moved practically all of Europe in the Middle Ages. In the course of the nineteenth century the crusades once more became a matter of scientific, cultural and therefore public interest. Crusade narratives portrayed these events as the climax and the heroic period of the Middle Ages and thus offered highly varied patterns of interpretation. Although in this nationalist age France and Germany consigned themselves to national history and thus the glorification of one's own nation, this article will not only analyse the national and sub-national (denominational, Laicist …) images conveyed via this European event. It will also ask if and how the tension between nationalism and concepts of Europe were made subject of discussion in this historical ‘European event’. Therefore, it focuses on school textbooks as a source that, during the period in question, was responsible for a significant portion of national mythology and cultural memory as conveyed by media.     

‘Singing oneself into a nation’? Estonian song festivals as rituals of political mobilisation

This article argues that Estonian song festivals were a powerful ritual of political mobilisation. Throughout their history, however, they had to be accommodated to narratives of ruling regimes. Taking Patrick Hutton's concept of such events as a ‘moment of memory’ with which images of the past are being reconstructed in a selective way, song festivals are on each occasion made to suit present needs. During the history of Estonian nationhood, these needs have been guided first and foremost by forms of political authority: during years of independence, the festivals were to serve different purposes than under imperial or Soviet Russian rule. Thus, the concept of ‘singing oneself into a nation’, popular in Estonian history textbooks, is only partly true. Although the performance of the festival changes only slightly through the years, its political significance changes enormously.     

Nationalism and war commemoration – a Latin American exceptionalism?

Recent scholarship on collective memory and nationalism in Latin America argues that – in sharp contrast to Europe – war commemoration has been of little importance to the memory work of states in the region. The article challenges this claim. A comparative‐historical analysis of school textbooks and school ceremonies in twentieth‐century Mexico, Argentina and Peru reveals that the commemoration of major civil and international wars was central to official national narratives in these countries. The article further identifies important qualitative changes in war commemoration over time, especially with respect to how commemorative discourses portrayed agency and assigned responsibility for military victories and losses. These changes are situated within broader transformations of nationalism and new alignments in the politics of nationhood and memory.     

The Indian nation and selective amnesia: representing conflicts and violence in Indian history textbooks

‘Unity is always obtained by means of brutality’ wrote Ernest Renan. Following this idea, this article investigates how social conflicts and violence are included or muted in national history. This is done by comparing the successive series of history textbooks used in India in the postindependence period. The historical narratives contained in the textbooks were influenced by different conceptions of the Indian nation, and these variations allow us to observe and better understand what is remembered or forgotten in the national narrative. We will see that conflicts and violence are referred to when they involve the nation against its ‘other’ but depictions of conflicts within the nation as it is imagined are avoided. Thus, certain violent episodes of the past find a place in the national historical narrative, yet violence in itself is never described.     

Welshness in ‘British Wales’: negotiating national identity at the margins

Popular interpretations of national identity often focus on the unifying qualities of nationhood. However, societies frequently draw hierarchical distinctions between the people and places who are ‘most national’, and those who are ‘least national’. Little attention is paid to these marginal places within the nation and the experiences of their inhabitants. This article helps to address this by analysing the ‘less Welsh’ British Wales region of Wales, a country that has traditionally possessed a hierarchical, regionally constituted nationhood. The article studies the British Wales region both ‘from above’ – considering how some areas develop as ‘less national’ – and ‘from below’, introducing empirical ethnographic work into ‘everyday Welshness’ in this area. Whilst previous work on hierarchical nationhood focuses on how hierarchies are institutionalized by the state, this article demonstrates how people at the margins of the nation actively negotiate their place in the nation. Whilst people in this area expressed a strong Welshness, they also struggled to place themselves in the nation because they had internalized their lowly place within the national hierarchy. The article demonstrates the importance of place and social class for national identity construction and draws attention to the role of power in the discursive construction of hierarchical nationhood.     

Connecting to food: cultivating children in the school garden

School gardens are widely celebrated as spaces to promote health and sustainability by connecting children with their food. While scholars have assessed the effects of gardening in practice, media discourses play a key role in constituting this site. This paper examines how the school garden is discursively constituted within American and Canadian newspaper coverage. The analysis reveals specific forms of connection that are said to flourish in the school garden: between food production and consumption, between bodies and knowledge, and between the urban child and nature. While all children are said to benefit from connecting with their food, these connections are articulated differently in relation to particular bodies and spaces, evident in racialized and classed narratives of stewardship and salvation. As children’s relationship to food is invested with the hopes and fears of collective futures, the discursive construction of the school garden provides crucial insights into contemporary understandings of childhood.     

Becoming imperialist: Italian colonies in Fascist textbooks for primary schools

The essay explores the way in which primary school textbooks in Fascist Italy played an important part in disseminating the colonial discourse. Starting from a brief overview of the education system and textbooks in Liberal Italy, the essay reviews the changes made by the Fascists after 1922: Gentile's reform; the national commission for primary school textbooks; the introduction of the testo unico di Stato (single state-approved texts). These changes reveal the increasing emphasis on colonial topics and the development of the ‘new Italian man’. The impact of 1936 as a turning point in Fascist colonial policy following the conquest of Ethiopia and the proclamation of the empire of Italian East Africa is highlighted by the ways in which primary school textbooks reflected Fascist ambitions to imbue pupils with a new imperial consciousness.     

3. THE QUESTION OF HISTORY IN PRECOLONIAL INDIA

This essay considers an important and enduring problem in the writing of Indian history: how do we historians approach precolonial narratives of the past? A rich and suggestive new study of South Indian modes of historiography, Textures of Time: Writing History in South India 1600–1800, by Velcheru Narayana Rao, David Shulman, and Sanjay Subrahmanyam, has positioned itself at the center of this debate. For a variety of reasons, precolonial narratives have been demoted to the status of mere information, and genres of South Indian writing have been dismissed as showing that South Indians lacked the ability to write history and indeed lacked historical consciousness. Textures of Time responds to this picture by proposing a novel historical method for locating historical sensibility in precolonial narratives of the past. The authors ask us not to judge all textual traditions in India, especially narratives of the past, on the basis of the verifiability of facts contained in them. Rather they suggest a radical openness of the text, and they argue that a historical narrative is constituted in the act of reading itself. They do this by examining the role of genre and what they call texture in precolonial South Indian writing. This essay examines the strengths and limitations of their proposal. It does so by examining the formation of colonial archives starting in the late‐eighteenth century in order to understand the predicament of history in South Asia. Colonial archives brought about a crisis in historiographical practices in India; they not only transformed texts into raw information for the historian to then reconstruct a historical narrative, they also delegitimized precolonial modes of historiography. A better understanding of these archives puts one in a better position to assess the insights of Textures of Time, but it also helps to highlight the problems in its solution. In particular, it reveals how the book continues to use modern criteria to assess premodern works, and in this way perhaps to judge them inappropriately.     

Fixing History: Narratives of World War I in France

For nearly a century, the French have entertained an unshakable conviction that their bility to recognize themselves—to know and transmit the essence of Frenchness—depended on the teaching of the history of France. In effect, history was a discourse on France, and the teaching of history—" la pédagogie centrale du citoyen "—the means by which children were constituted as heirs and carriers of a common collective memory that made them not only citizens, but family. In this essay, I examine the rhetorical and conceptual effects on history writing that emerge out of this preoccupation with the elaboration of a continuous, coherent national identity.
Focusing on schoolbooks, I begin by looking at the dominant, nearly hegemonic model of French history created by Ernest Lavisse in the 1890s—a model informed by the dream of a unified, unitary French nation, embodied in and articulated through the history of France—and at the disruption of this paradigm in the aftermath of the Great War. I then consider a text written in the 1990s specifically to repudiate the kind of nationalist narratives that prevailed for most of this century—a new supranational history of Europe. I argue that, in their different experiments with fixing history, both Lavisse and the contemporary textbook authors did not so much repair a deficient history as produce a historical fixation, creating mythicized histories that are complete, closed, predictable, and at bottom ahistorical. Finally, I turn to a recent World War I novel, A Very Long Engagement by SébastienJaprisot, in order to suggest ways in which the narrative strategies of a fiction writer may be useful to historians in thinking about a different kind of historical project.     

Ambivalence,pride and shame: conceptualisations of German nationhood

ABSTRACT. This article examines complex everyday expressions and understandings of nationhood in Germany, focusing on citizens' articulations of national pride and their relationship with the nation. Through an analysis of ninety semi‐structured interviews with ‘ordinary’ Germans conducted between 2000 and 2002, we argue that the prevailing, elite‐centred approach to studying nationhood has not adequately captured the complex relationships that individuals have to the nation. We examine how individuals actively process and interpret nationhood in ways that reveal ambivalence, confusion and contradictory emotions towards the nation. Such individual variation is not neatly captured by official, elite, public or institutional presentations of the nation. We argue for further research on everyday understandings of nationhood and on ordinary people's views on national pride and national identity.     

Security,ethnicity, nationalism

Using Slavic examples, the article looks at the nationalism/security nexus present today between the birth of ethnicities (early middle ages) and the birth of nationalism (eighteenth century). I discuss how Slavic ethnicity emerged in Greek and Roman security thinking. Others were classified in terms of ethnoi and were then interpellated into this self‐understanding. If ethnicity is an identity for the Other, then nationalism is an identity for the Self. It becomes a security concern not to order the Other polity's identity, as did the Byzantines, but to see to it that groups that may threaten your own nationalism – minorities, imperial subjects – cannot embrace nationalism. The policy of denying nationhood to minorities must be understood amongst other things as security policy. The organic understanding of the nation as young and vital demonstrates a third interstice between security and nationalism. If the young and vital nation is to grow and expand at the expense of the old and tired, then the polity that represents itself as a young and vital nation is by dint of that representation alone a security threat against those that they represent as old and tired. Finally, I discuss how this theme is played out in today's Russia     

Unrolling time. Christiaan huygens and the mathematization of nature

At the end of the eighteenth century, the new revolutionary authorities in France made history one of the most important school subjects in their central schools. In order to teach this subject, the revolutionaries prescribed all teachers to use Claude-François-Xavier Millot's Élémens d’histoire générale (1772-1773). In this article, the characteristics that molded the narrative of this textbook will be analyzed. What form did the composition of this book, especially recommended because of its ‘philosophical plan’, take? How did its historiography relate to that of other enlightened historians such as Voltaire, Montesquieu, Mably or Goguet? And how was it that Millot's textbook was still considered useful for history teaching almost twenty years after its publication date?     

The class route to nationhood: China,Vietnam, Norway,Cyprus – and France*

ABSTRACT. This essay explores the proposition that China and Vietnam represent a fourth class route to modern nationhood, in addition to the ethnic (German), civic (French) and plural (American) routes. Nation‐states emerging along the class route are characterised by an exclusive membership based on social class rather than just ethnicity, living under the same laws or participation in liberation from foreign rule. The essay compares China's and Vietnam's class‐based nationalism with the more inclusive labour movement nationalisms of Norway and Cyprus. Then it explains how the class route differs from the French civic route. In the conclusion, the author concedes that the Chinese and Vietnamese class route is perhaps a detour rather than a route of its own, since it leads to inevitable tension between the divisive history of how the nation was formed and the need of its later leaders to include and represent the same social classes that were originally excluded. These leaders and their national storytellers are forced to undertake a redefinition of the national self as ethnic, civic and/or plural in an attempt to recreate national legitimacy, often in competition with more radically nationalist opposition groups.     

Protocol,politics and popular culture: the independence jubilee in Gabon

National days are powerful moments of commemoration that aim at renewing the citizens' bonds to the nation and the state. In order to be successful, public rituals need to draw large audiences, and their ceremonial design therefore has to be adapted to suit the masses, employing elements of popular culture and everyday forms of nationhood. Despite drawing its significance from the declaration of independence in 1960, however, Gabon's independence jubilee was less concerned with history and commemoration than with celebrating the state and the nation in the present. The ceremonial design of Gabon's jubilee featured intensive preparations, official ceremonies, popular festivities and symbolic politics. In this article, I look at why history and commemoration played such an unimportant role during the celebrations and how Gabon's jubilee organisers included official as well as popular forms of nationhood to assure the population's participation.     

The rediscovery of ‘the national’ in the 1990s – contexts,new cultural forms and practices in reunified Germany

This article examines how and in which societal and political contexts nationhood is expressed and symbolised in reunified Germany. This ‘rediscovery’ of nationhood since the 1990s mixes new and old motifs of the cultural repertoire of ‘the national’ for different purposes. Three main contexts triggered a rediscovery of ‘the national’ after 1989: reunification, immigration and the retrenchment of the social state. I argue, by analysing ethnographic material and political discourses, that these contexts, on the one hand, rearticulate old forms of ethnic and cultural nationalism and, on the other hand, create new images and symbols of an open civic society and immigration country. There are ‘playful’ forms, such as campaigns of nation branding, that symbolically include the ‘productive’ and ‘useful’ immigrant into the national project. Moreover, such campaigns serve to legitimatise the downsizing of the national state that – according to a neoliberal attitude – relies on a new community spirit of entrepreneurial, ‘activated’ citizens who ‘help themselves’. Thus, focusing on these pluralised renationalisation processes makes evident how polyvalent ‘the national’ still is. It can be employed by those who attempt to ‘reunite’ the East and West Germans, by businesses to sell their goods and ideas and by almost any political orientation, be it right‐wing or left‐wing.     

1. TOWARD A HISTORY ON EQUAL TERMS: A DISCUSSION OF PROVINCIALIZING EUROPE

This essay is a critical discussion of Dipesh Chakrabarty's book Provincializing Europe as well as a first sketch of a History on Equal Terms. After giving a short summary of Provincializing Europe, I first argue, against chakrabarty, that there is no necessary connection between the discipline of history and the metanarratives of modernity. To the contrary: the founding idea of the discipline of history was a turn against such grand narratives. With his attempt to deconstruct the narratives of the European Enlightenment and of modernity, Chakrabarty therefore has to be regarded as a thinker of radical historicism rather than as a critic of the discipline of history. Second, I criticize the use of the term “modernity” in Provincializing Europe and the concept of modernity in general. Instead of a deconstruction of the discipline of history, I propose a deconstruction of the concept of modernity. This could open up the way for a History on Equal Terms situated within the discipline of history, that is, a historiography that would—just as Chakrabarty rightly demands—in principle pay the same attention to and expect relevant results from any region in the world, depending only on the focus of research.     

HISTORY IN THE SIKH PAST1

This article offers a reading of an early eighteenth‐century Punjabi text—Gur Sobha or “The Splendor of the Guru”—as a form of historical representation, suggesting reasons for the importance of the representation of the past as history within Sikh discursive contexts. The text in question provides an account of the life, death, and teachings of the last of the ten living Sikh Gurus or teachers, Guru Gobind Singh. The article argues that the construction of history in this text is linked to the transition of the Sikh community at the death of the last living Guru whereby authority was invested in the canonical text (granth) and community (panth). As such a particular rationale for history was produced within Sikh religious thought and intellectual production around the discursive construction of the community in relation to the past and as a continuing presence. As such, the text provides an alternative to modern European forms of historical representation, while sharing some features of the “historical” as defined in that context. The essay relates this phenomenon to a broader exploration of history in South Asian contexts, to notions of historicality that are plural, and to issues particular to the intersection of history and religion. Later texts, through the middle of the nineteenth century, are briefly considered, to provide a sense of the significance of Gur Sobha within a broader, historically and religiously constituted Sikh imagination of the past.