Catriona Pennell – författare

In this, the first fully documented study of British and Irish popular reactions to the outbreak of the First World War, Catriona Pennell explores UK public opinion of the time, successfully challenging post-war constructions of 'war enthusiasm' in the British case, and disengagement in the Irish.Drawing from a vast array of contemporary diaries, letters, journals, and newspaper accounts from across the UK, A Kingdom United explores what people felt, and how they acted, in response to an unanticipated and unprecedented crisis. It is a history of both ordinary people and elite figures in extraordinary times. Pennell demonstrates that describing the reactions of over 40 million British and Irish people to the outbreak of war as either enthusiastic in the British case, or disengaged in the Irish, is over-simplified and inadequate. Emotional reactions to the war were ambiguous and complex, and changed over time. By the end of 1914 the populations of England, Scotland, Wales, and Ireland had largely embraced the war, but the war had also embraced them and showed no signs of relinquishing its grip. The five months from August to December 1914 set the shape of much that was to follow. A Kingdom United describes and explains the twenty-week formative process in order to deepen our understanding of British and Irish entry into war.

In this, the first fully documented study of British and Irish popular reactions to the outbreak of the First World War, Catriona Pennell explores UK public opinion of the time and successfully challenges the myth of British 'war enthusiasm'.A Kingdom United explores what people felt, and how they acted, in response to an unanticipated and unprecedented crisis. It is a history of both ordinary people and elite figures in extraordinary times. Dr Pennell demonstrates that describing the reactions of over 40 million British and Irish people to the outbreak of war as either enthusiastic in the British case, or disengaged in the Irish, is over-simplified and inadequate. Emotional reactions to the war were ambiguous and complex, and changed over time. By the end of 1914 the populations of England, Scotland, Wales, and Ireland had largely embraced the war, but the war had also embraced them and showed no signs of relinquishing its grip. The five months from August to December 1914 set the shape of much that was to follow. A Kingdom United describes and explains that twenty-week formative process.Pennell draws from a vast array of diaries, letters, journals, and newspaper accounts by the very people who experienced the war in its first dramatic five months. She outlines the variety of responses felt amongst both the ordinary people and elite figures from across the country.

Available open access digitally under CC-BY-NC-ND licence.How can education about histories of conflict and atrocities repair harm and division whilst avoiding the pitfalls of universal, decontextualised approaches? Presenting illuminating research from the Education, Justice and Memory Network across ten countries, this vital collection identifies layers of injustice in post-conflict societies and shows how creative pedagogical approaches can redress past harm. Contributors examine the complex interplay between memory, justice and education, revealing how reparative pedagogies can tackle colonial legacies and ongoing inequalities.The book is an essential resource for educators, heritage practitioners, policy makers and researchers working on transitional justice, peace education and educational responses to conflict.

The First World War Centenary of 2014-2018 was a defining period of public engagement in the United Kingdom. Capturing Commemoration provides the first dedicated examination of this period and the activities that marked it. Collaboratively written by leading experts in the field, this study explores how the Centenary was marked as both a national and a transnational commemoration, how it defined national identity, as well as how it was transmitted within museum exhibitions, digital spaces, and amongst younger generations. In doing so, this volume reflects on the ‘collaborative turn’ taking place within public history, and its implications for cooperation between the academy and the public.