A colpi di cuore. Storie del sessantotto

This article attempts to tackle the problem of how a colonial culture that was elaborated through the written word may have impacted on an Italian society that was significantly more ‘backward’ than its western European counterparts. The Prima Guerra d'Africa (1885-96) has often been seen as a military campaign desired exclusively by an isolated Italian government in a society that was incapable of using the occasion to develop cultural themes that impacted on the desires and aspirations of the ‘real’ Italy. This supposed societal dysfunction meant that Italy failed to create a ‘culture of imperialism’ in the years of the Scramble for Africa in a way that has now come to be considered of such central importance for the histories of France, Britain or even Germany.

Through an analysis of the role played by primary schools in Italian culture in these years, this article attempts to reverse this view, arguing that even taking into consideration Italy's ‘backwardness’ there was not only a great awareness of what Italy was supposedly doing in Africa but also a serious attempt to load the events that occured there with a meaning that had a much more intimate relationship with Italy's population. Although defeat in Africa meant a major setback in this process, imperialism as a cultural phenomenon continued to be of fundamental importance to the progress of nation building and the development of nationalism in Italy and, Finaldi argues, it should therefore be assigned a place in Italian culture that is much more on a par to that which culture and imperialism are deemed to have held for other European nation-states.     

‘My Freind who Writes for Me’: Scribes and Scribal Relationships in the Letters of Seamen, 1793–1815

This article examines the use of scribes in letters of one group of men during a specific period: British Royal Navy servicemen below the rank of commissioned officer during the French Revolutionary and Napoleonic Wars, 1793–1815. The letters of one such seaman in particular, Richard Greenhalgh, are unusual in that he himself could write, but preferred to have someone to write for him, as is shown by many references to ‘his freind who writes for me’. Contrasts between the scribe’s style of writing and that of Greenhalgh are noticeable, especially after Greenhalgh and his scribe were parted by being sent to serve on different ships. The letters also reveal the relationship between writer and scribe, and the writer’s family and his scribe. The letters contain messages to be passed between a network of family and friends on board ship and on shore, strengthening ties between them, vital in wartime to the morale of the seamen and for the reassurance of those at home. References found in other surviving letters demonstrate the use of scribes by different seamen, also seamen acting as scribes for shipmates, adding to knowledge of scribal culture among this social group.     

Vehicle Writings in an Iranian Context: The Interplay of Habitus and Field

The main objective of this paper is to problematize writings on vehicles in an Iranian context. Previous studies have indicated that vehicle stickers can be employed to express emotions and social status, political views, ideology and identity, and religious beliefs. However, very little has been done on this discursive practice in Iran. This study is the result of the content analysis of 122 vehicle writings collected from April 2011 to March 2012. This paper will draw on six of the most frequent themes: religion, humor, playing pessimism, didactic expressions, ethnic-geographic identification, and love. Employing Bourdieu's conceptual frameworks of “habitus,” “field,” and “doxa,” and Heath and Street's social practice perspective on literacy, it will be argued that vehicle writings in this study can be regarded as situated literacy practices reflecting the dominant undisputed discourses in the context, but at the same time displaying the dynamic interplay of power relations, the relationship of cultural structures and individual customized versions of those structures in vehicle writings.     

Literacy, reading, and writing in the medieval West

Over the last quarter century, a plethora of studies on literacy, reading, and writing in medieval Europe have contributed significantly to our understanding of medieval society and culture. Nevertheless the sheer number of these studies and their authorship by scholars in several different disciplines have obscured the relationships between these studies, their common themes and their differences. This essay seeks to survey this literature and its background, to explicate its contributions to the field of medieval history, and to suggest avenues for future study. It also reveals how approaches developed outside medieval studies were borrowed and adapted by medievalists, and how the study of literacy, reading, and writing in the Middle Ages has, in turn, influenced the work of ancient and modern historians.     

Monastic literate practices in eleventh- and twelfth-century northern France

This article aims to apply the concept of literate practices to the production of written artefacts in northern France during the late eleventh and twelfth centuries. It is argued that the increasing impact of the written word in society was not a straightforward process but one that suffered setbacks and whose nature depended on how it was applied at a micro-level. Using the vantage point of the archives of a number of Benedictine monasteries in the valley of the Scarpe, a small river currently situated near the current Franco-Belgian border, it is shown how the monks responded to the uncertainties of their age by exploring the advantages of producing and receiving large numbers of documents, all of which were created, used and stored in functional and specific, but changing, contexts.     

The meaning of literacy: an Italian reappraisal

Abstract

This article discusses the literacy trend in modern Italy in the light of recent literature on history of reading and, more generally, cultural history. The focus is on two subjects: (1) the essential features of Italian literacy in the modern age, highlighting elements such as heavy censorship, hostility to compulsory education from the ruling classes, training essentially based on voice and memorizing, etc., and (2) the uses of literacy, that is the access to and the comprehension of written texts, especially regarding people with minimal skills or cut off from college training (i.e. children, women and peasants).