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The purpose of this paper is to examine the construction of national heritage through the interpretation of sites and events, with a particular focus on hot interpretation at difficult heritage sites. 

This paper examines the processes of difficult heritage interpretation at the Memorial Hall of the Nanjing Massacre over the past 30 years, and examines the resulting political implications.

Aligning with contemporary national social and political agendas, heritage interpretation at the Memorial Hall actively serves as an authorised educational tool. Despite the hot interpretation techniques used to stimulate the emotional impact of visitor experiences, this particular traumatic past has been utilised in nation building practices that legitimise specific histories and form a national image on an international stage.

Heritage interpretation of difficult history will benefit from open dialogue and assessment of the past from multiple perspectives. This requires all stakeholders to work together to develop interpretation strategies that acknowledge and prioritise the needs of post-conflict societies. Without this form of open dialogue and reflection, the official claims of heritage interpretation achieving reconciliation between conflicted peoples remain superficial. 

This study offers a novel contribution to the discussion of heritage interpretation. The results shed light on the cultural processes surrounding state interpretation of traumatic pasts for specific political uses. The study suggests ways in which heritage sectors and authorities can achieve social goals, such as public education, reconciliation and peacebuilding, through such processes of heritage interpretation.

Purpose – This chapter examines the role of the media, guns, and violence in the social construction of masculinity in today's mediatized American culture.

Methodology – The chapter draws on critical theory and cultural studies to address crises of masculinity and school shootings. It applies and further develops Guy Debord's (1970) theory on spectacle in the contexts of contemporary violent media spectacles.

Findings – In the chapter it is argued that school shooters, and other indiscriminate gun killers, share male rage and attempts to resolve crises of masculinity through violent behavior; exhibit a fetishism of guns or weapons; and resolve their crises through violence orchestrated as a media spectacle. This demands growing awareness of mediatization of American gun culture, and calls for a need for more developed understanding of media pedagogy as a means to create cultural skills of media literacy, as well as arguing for more rational gun control and mental health care.

Originality/value of paper – The chapter contributes to the contemporary debate on mediatization of violence by discussing it within critical theory and cultural studies. The theoretical framework is applied to analysis of a range of different empirical cases ranging from school shootings to the Colorado movie theater massacre at the first night of the latest Batman movie in the summer of 2012.

Working conditions, pay rates and the rights of workers to collectively negotiate have become important points of discussions in recent years, with support for unions and union applications rising to levels long unseen in America. In many instances, though, companies have responded aggressively. This is not the first time such a dynamic has played out in American business. This study aims to take a fresh look at one of America’s most prominent historical disputes between labor and ownership – the Homestead Massacre of 1892 – to glean lessons from that conflict that remain relevant to today’s business environment.

This study adopts game theory and the principles of repeated interaction to assess how differing discount factors led to differences in time orientations between the workers and the Carnegie company. These differing time orientations affected both the strategy each side deployed in the negotiations and the payoffs received by the parties. Letters, contemporary news reports and histories of the events leading up to and immediately following the 1892 Homestead Massacre are qualitatively analyzed with a genealogical pragmatic approach.

Differences in temporal orientation between management and workers exacerbated the conflict, with the workers adopting a more cooperative stance and distal time orientation, while the Carnegie company negotiated with a proximal time orientation and played to “win” a game that, in fact, could not be fully won or lost given its infinitely repeating nature. The result was a short-term victory for the Carnegie company but with long-term negative consequences that highlight the suboptimal outcome the company achieved by playing a proximal strategy in an infinite game.

Although the incident at Homestead is a well-studied labor dispute, many of the themes that preceded the incident have resurfaced in the modern work context. This work, by adopting game theory as an analytical framework, provides new insights into management mistakes that led to the labor conflict and lessons for what present-day managers can do to avoid exacerbating labor strife.

In this chapter I argue that intimate massacre and home-grown jihadi terrorism can be explained similarly through the concept of the Doomed Antihero. In both forms of public mass killing the perpetrator has subjectively experienced a long period of humiliation; he has slowly converted humiliation into rage; he has adopted an antiheroic style from a culturally available catalog to channel his rage; he has identified a symbol of his humiliation for attack; he has become determined to permanently destroy the symbol by killing people inhabiting it; and he sees “his” attack as a final act that will erase his past and reify his future.

This article outlines theoretical and pedagogical approaches to investigating racial violence with learners in grades 3–12 and K-12 teacher candidates. Throughout, the authors use the 1898 Wilmington Race Massacre as a central example of racial violence. Using a blended framework of Muhammad’s historically responsive literacy, King’s Black historical consciousness and place-based learning, the authors describe two different inquiries that build content knowledge around the Wilmington Race Massacre and context knowledge around place as it relates to Black agency, resistance and perseverance.

The first inquiry, aimed at 3–12 learners, explores the Black historical consciousness themes of Black agency and resistance. It uses the inquiry design model (IDM) template but expands the template to include a historically responsive literacy lens. The second inquiry describes how to incorporate historical sites into the study of racial violence. This inquiry explains how local cemeteries can be used as interdisciplinary classrooms and also artifacts.

Throughout, the authors also reflect on how this work has changed and improved over time as well as thoughts moving forward with examining the 1898 Wilmington Race Massacre through an interdisciplinary lens.

This article is the first to explore the 1898 Massacre in Wilmington, North Carolina from an interdisciplinary practice and cross-grades lens. It offers multiple step by step approaches for classroom teachers and teacher educators to enact interdisciplinary work with both 1898 and other acts of racial violence in their own places and across the United States.

Using a discourse analytic approach, the purpose of this paper is to examine how genre impacts white readers when reading about historic acts of racial violence. Specifically, this study explores one white high school student’s stance-taking as she read an informational text and an eyewitness narrative about the Tulsa Race Massacre.

This study used discourse analysis (Gee, 1999) and the think-aloud method (Pressley and Afflerbach, 1996) to explore the white student’s interactions with genres of historical texts. The authors coupled iterative coding and memoing with discourse analysis to analyze the stances she adopted while reading.

The findings illustrate that the informational text allowed for a distancing from the racialized violence in the text, whereas the narrative created an opportunity for more connection to those who experienced the violence.

While genre and reader response has long been explored in English Education research, little research has examined the impact of genre on reading historical texts. This study demonstrates the influence that genre may have on white readers’ emotional responses and stance-taking practices when reading about historic acts of racial violence.

How does one learn of atrocities that have been committed, and are being committed, in remote corners of our planet? The standard answer to this question would likely be, “Consult the indexes to the leading components of the American establishment press, such as, for instance, The New York Times Index.” But, by so doing, one would be deeply disappointed, as I was. If one wanted to learn the horrifying particulars of the genocide the government of Bangladesh has been waging for at least 20 years against the tribal peoples of the Chittagong Hill Tracts, an exhaustive search of the American establishment press would yield, at best, only a most shadowy, tenuous, and distorted picture. One's only certainty would be that there has been unrest in the Hill Tracts and that a long‐suffering Bangladeshi government has had a trying time suppressing it. Indeed, one's dominant impression would likely be of a beleaguered government of a newly independent, “democratic” state struggling against its own unruly dissidents. The truth, of course, is quite other‐wise: The government of a dubiously democratic, newly independent state, in a relentless and openly avowed land‐grab, is waging genocidal warfare against the non‐Muslim tribal minorities who occupy lands along one of its borders with India. A Bangladeshi army commander operating in the Tracts once avowed the government's aim: “We Want the Soil but not the People of the Chittagong Hill Tracts.” A genocidal intention could not easily be more explicitly expressed.

This article addresses the issue of social representations of the past, focusing on the relation between collective memory and power. It is argued that cultural shapes of memories (i.e. a memorial, a monument, a diary, a public display) are the space and the place were power relations affect the social representation of the past. In this respect, the choice of representing a controversial past through a specific cultural form can be viewed as a good terrain were to study the process of selecting one of the competing versions of this past. This process, in fact, is closely related to the category of power. Particularly in case of controversial events (such as the Vietnam War, the Hiroshima bombing, the Bologna massacre, the Milan slaughter), Halbwachs’ and Namer’s analyses on the social construction of the past become particularly evident. In those cases there is a conflict among different versions of the past, that can be analysed by referring to the power relations among the different social groups related to that event. If collective memory is the content, and cultural objects are the form of this content, power is the key to understanding why a certain content embodied in a specific form has been selected in a specific context. Methodologically speaking, the notion of commemorative genre represents an useful key to understanding the articulation of power in relation to collective memories. The genre, in fact, can be viewed as a schema of perception, able to organise the process of classifying the competing representations of the past. In fact, if the arena where one version of an historical event successfully competes with another is represented by the cultural and symbolic field, the criteria of this competition are determined by the established genre of memorisation. By sketching the most pertinent dimensions to the understanding of the relations among cultural objects, collective memories and public discourse, it is here shown how the struggle over the most “adequate” social representation of a certain past (i.e. its cultural form) corresponds to a struggle over legitimacy.