This imaginative study recaptures 100 years in the life of Limoges, France's first socialist city, at a time when Limoges rode high on the crest of every wave of social, political, and industrial change. The story of this single city is the story of urban transformation and political radicalism in 19th-century France, of the struggle between tradition and modernity in French society and politics that took place not only within cities but also between cities and the countryside. Here, Merriman offers vivid portraits of particular social groups, neighborhoods, and events in 19th-century Limoges to describe and analyze the impact of large-scale industrialization, the social bases of political conflict, and the eventual emergence of a powerful working class. The central characters of Merriman's study are the very ordinary denizens of this extraordinary city--its butchers, porcelain workers, laundresses, priests--through whom one sees the effects of urbanization and industrialization on their quarters, work, religion, culture, and political life. The close of the 19th century marked the end of one of France's last truly revolutionary situations, concludes Merriman, as growing centralization dampened revolutionary zeal and the 20th century ushered in a combination of industrial capitalism and a powerful state that was seemingly invulnerable to revolutionary challenges from the working class.
His study underscores how the police helped the state affirm its primacy, winning the allegiance, or at least the obedience, of the French people."--Jacket.
In his distinguished career as a historian of modern France, John Merriman has published ten books and scores of scholarly articles. This volume collects some of his most notable and significant explorations of French history and culture. In a wide-ranging introduction Merriman reflects on his decades of research and on his life, lived increasingly in France. At the beginning of his career he was determined to be not a narrow specialist but a historian who engaged with all the regions of France. So he set himself the goal of doing archival research in every single département of the country. A permanent resident of the small village of Balazuc in the Ardèche for more than twenty-five years, he laments what he sees as the over-professionalization of history at the expense of passion for one’s field. Yet Merriman is no cranky, tweed-bound scholar. Beloved by generations of historians of France, many of whom he has mentored (both as a graduate advisor and more informally), Merriman offers reflections on his life in history that will be of interest to a broad audience of historians.
Focuses on the social margins of city life - the "faubourgs", or suburbs, where rural migrants and the labouring poor of French cities congregated in growing numbers in the first half of the 19th century. The text examines the cultural and social traditions which took root in these areas.
This is a story of resilience. It is also a love letter from an acclaimed historian who with his family has made Balazuc his adopted home. Here, fully realized, is a place that is both universal and irreducibly French. 15 photos. Map.
On a February evening in 1894, a young radical intellectual named Émile Henry drank two beers at an upscale Parisian restaurant, then left behind a bomb as a parting gift. This incident, which rocked the French capital, lies at the heart of The Dynamite Club, a mesmerizing account of Henry and his cohorts and the war they waged against the bourgeoisie - setting off bombs in public places, killing the president of France, and eventually assassinating President McKinley in 1901.
From a pre-eminent Yale historian comes the first popular history of the 1871 Paris Commune, a seminal episode in modern European history. The Paris Commune lasted for only 64 days in 1871, but during that short time it gave rise to some of the grandest political dreams of the nineteenth century -- before culminating in horrific violence. Following the disastrous French defeat in the Franco-Prussian War, hungry and politically disenchanted Parisians took up arms against their government in the name of a more just society. They expelled loyalists and soldiers and erected barricades in the streets. In Massacre, John Merriman introduces a cast of inimitable Communards -- from les péoleuses (female incendiaries) to the painter Gustave Courbet -- whose idealism fueled a revolution. And he vividly recreates the Commune's chaotic and bloody end when 30,000 troops stormed the city, burning half of Paris and executing captured Communards en masse. A stirring evocation of the spring when Paris was ablaze with cannon fire and its citizens were their own masters, Massacre reveals how the indomitable spirit of the Commune shook the very foundations of Europe.
This book considers teaching in modern institutional settings, among other things, as the ethical questioning and reversal of passively accepted prejudices, particularly in contexts of diversities and inequalities. Its thematic focus is the ethics of teacher-learner and learner-learner relationships within the democratic setup, and the possibilities of critique and transformation emerging out of such a relationship. The first theme of the book is diversity and pluralism, the second is the question of inequality in such contexts of radical diversity. With respect to this question, an unavoidable phenomenon of our times is the capitalisation of education and the reductionist view of learners as customers and consumers of knowledge. The approach to education that sees students merely as skilled human resources to be readied for the job market militates against critical thinking and do not respond appropriately to the questions of diversity and inequality. Thus, a significant focus of the book is the impact of inherited inequalities of caste and race on classroom ambience and teachers' interventions in the modern institutional context. The pertinent question is the increasing unwillingness of teachers to recognise and challenge discriminatory views and play their role in social transformation. In this regard, the teaching and learning of the humanities is also investigated. Teaching and the traditional classroom, it is often said, may not be required in the future as machines and remotely located teachers/explicators might claim their place. Hence, another question of focus is whether such a future would be hospitable to the critical task of education to cultivate young citizens of democracies.
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