Peter Yeandle – författare

Citizenship, nation, empire investigates the extent to which popular imperialism influenced the teaching of history between 1870 and 1930. It is the first book-length study to trace the substantial impact of educational psychology on the teaching of history, probing its impact on textbooks, literacy primers and teacher-training manuals. Educationists identified ‘enlightened patriotism’ to be the core objective of historical education. This was neither tub-thumping jingoism, nor state-prescribed national-identity teaching, but rather a carefully crafted curriculum for all children which fused civic as well as imperial ambitions. The book will be of interest to those studying or researching aspects of English domestic imperial culture, especially those concerned with questions of childhood and schooling, citizenship, educational publishing and anglo-British relations. Given that vitriolic debates about the politics of history teaching have endured into the twenty-first century, Citizenship, nation, empire is a timely study of the formative influences that shaped the history curriculum in English schools

This collection brings together studies of popular performance and politics across the nineteenth century, offering a fresh perspective from an archivally grounded research base. It works with the concept that politics is performative and performance is political. The book is organised into three parts in dialogue regarding specific approaches to popular performance and politics. Part I offers a series of conceptual studies using popular culture as an analytical category for social and political history. Part II explores the ways that performance represents and constructs contemporary ideologies of race, nation and empire. Part III investigates the performance techniques of specific politicians – including Robert Peel, Keir Hardie and Henry Hyndman – and analyses the performative elements of collective movements.

The heroes of the British and French empires stood at the vanguard of the vibrant cultures of imperialism that emerged in Europe in the second-half of the nineteenth century. Their stories are well known. Scholars have tended to assume that figures such as Livingstone and Gordon, or Marchand and Brazza, vanished rapidly at the end of empire. Yet imperial heroes did not disappear after 1945, as British and French flags were lowered around the world. On the contrary, their reputations underwent a variety of metamorphoses in both the former metropoles and the former colonies. This book develops a framework to understand the complex legacies of decolonisation, both political and cultural, through the case study of imperial heroes. We demonstrate that the ‘decolonisation’ of imperial heroes was a much more complex and protracted process than the political retreat from empire, and that it is still an ongoing phenomenon, even half a century after the world has ceased to be ‘painted in red’. Whilst Decolonising Imperial Heroes explores the appeal of the explorers, humanitarians and missionaries whose stories could be told without reference to violence against colonized peoples, it also analyses the persistence of imperial heroes as sites of political dispute in the former metropoles. Demonstrating that the work of remembrance was increasingly carried out by diverse, fragmented groups of non-state actors, in a process we call ‘the privatisation of heroes’, the book reveals the surprising rejuvenation of imperial heroes in former colonies, both in nation-building narratives and as heritage sites. This book was originally published as a special issue of the Journal of Imperial and Commonwealth History.

The heroes of the British and French empires stood at the vanguard of the vibrant cultures of imperialism that emerged in Europe in the second-half of the nineteenth century. Their stories are well known. Scholars have tended to assume that figures such as Livingstone and Gordon, or Marchand and Brazza, vanished rapidly at the end of empire. Yet imperial heroes did not disappear after 1945, as British and French flags were lowered around the world. On the contrary, their reputations underwent a variety of metamorphoses in both the former metropoles and the former colonies. This book develops a framework to understand the complex legacies of decolonisation, both political and cultural, through the case study of imperial heroes. We demonstrate that the ‘decolonisation’ of imperial heroes was a much more complex and protracted process than the political retreat from empire, and that it is still an ongoing phenomenon, even half a century after the world has ceased to be ‘painted in red’. Whilst Decolonising Imperial Heroes explores the appeal of the explorers, humanitarians and missionaries whose stories could be told without reference to violence against colonized peoples, it also analyses the persistence of imperial heroes as sites of political dispute in the former metropoles. Demonstrating that the work of remembrance was increasingly carried out by diverse, fragmented groups of non-state actors, in a process we call ‘the privatisation of heroes’, the book reveals the surprising rejuvenation of imperial heroes in former colonies, both in nation-building narratives and as heritage sites. This book was originally published as a special issue of the Journal of Imperial and Commonwealth History.

Citizenship, nation, empire investigates the extent to which popular imperialism influenced the teaching of history between 1870 and 1930. It is the first book-length study to trace the substantial impact of educational psychology on the teaching of history, probing its impact on textbooks, literacy primers and teacher-training manuals. Educationists identified ‘enlightened patriotism’ to be the core objective of historical education. This was neither tub-thumping jingoism, nor state-prescribed national-identity teaching, but rather a carefully crafted curriculum for all children which fused civic as well as imperial ambitions. The book will be of interest to those studying or researching aspects of English domestic imperial culture, especially those concerned with questions of childhood and schooling, citizenship, educational publishing and anglo-British relations. Given that vitriolic debates about the politics of history teaching have endured into the twenty-first century, Citizenship, nation, empire is a timely study of the formative influences that shaped the history curriculum in English schools