Down to Now: Memory,Narrative, and Women's Leadership in the Civil Rights Movement in Atlanta,Georgia

This paper is a case study of African-American women’s leadership. It documents women’s involvement in a voter registration drive in 1946 and traces the develop-ment of an ‘official history’ of that event that emerged in the ensuing decades. This narrative shifted emphasis from the organising leadership that both women and men exhibited to a form of leadership – success in electoral politics – that pertained almost exclusively to men. Concluding remarks address the relevance of memory and narrative for writing the history of women’s leadership.     

Public art as public pedagogy: memorial landscapes of the Cambodian genocide

Historical memory in the form of public art acts as a pedagogical tool, both revealing the artist’s interpretation of history and serving as a historical device for the viewer. In Cambodia, new generations are developing an understanding of the Khmer Rouge regime (1975–1979) and its effect on their country’s history. Young peoples’ understanding of history is constructed through institutional, living, and public memory pedagogies. These pedagogical channels do not always work in unison, leaving gaps in historical education. In Cambodia, institutional and living memory pedagogies on the Khmer Rouge genocide often fail to transmit this important national history to those who did not live through it. Publicly accessible memorial art has the potential to supplement the historical understanding of young, rural Cambodians. Three murals sites in rural Cambodia act as landscapes of public pedagogy by depicting scenes of Khmer Rouge atrocities. This paper aims to understand the significance of the impact and implications of public memorial art as an educational supplement, and how public art can be utilized as public pedagogy in Cambodia and beyond.     

Women's paid work and moral economies of care

Female labour force participation has been increasing in recent decades, in part encouraged by state policies to raise the employment rate to encourage economic competitiveness and combat social exclusion. Social provision for care, however, has lagged behind this increase, creating practical and moral dilemmas for individuals and for society, facing parents with complex choices about how to combine work and care. In this paper, we draw on a qualitative study in London to explore the extent to which the large-scale entry of women into waged work is altering women's understandings of their duties and responsibilities to care for others. We conclude that their decisions are influenced by class position, entrenched gender inequalities in the labour market, varying abilities to pay for care and complex gendered understandings of caring responsibilities.