Tag: commemoration

  • Follow in the footsteps of history: Liberation Route Europe’s Hiking Trails network

    Follow in the footsteps of history: Liberation Route Europe’s Hiking Trails network

    Earlier in the year our Rob James participated in an outreach event hosted by Liberation Route Europe in Portsmouth Historic Dockyard. LRE Foundation is an international network that brings together people and organisations who are dedicated to preserving the cultural heritage of the Second World War. At the event, Rob took part in a panel discussion outlining the benefits of the organisation and its new Hiking Trails project. The southern section of the UK Hiking Trail runs from London to the South coast, and one of Rob’s PhD researchers, (now Dr) Jayne Friend, was employed by the Foundation to provide material for the trail. Jayne identified many points of interest relating to the D-Day campaign in Britain, and when the trail is officially launched you’ll be able to follow in the footsteps of those who participated in the campaign. To read more about the outreach event, visit the LRE Foundation’s newsletter here. To find out more about the Hiking Trails project, and watch a video introducing the London to Portsmouth trail, follow this link.

     

    The panel discussion, with our Rob James seated third from the left
  • Researching the letters of Allied service personnel in WW2: A student podcast

    Researching the letters of Allied service personnel in WW2: A student podcast

    Recently, the internationally-renowned museum, The D-Day Story, published on their website a podcast recorded in 2022 by three second year History students, Amy Deighton, Jessie Rickman and Sam Marchetti. The students, who are now in the final year of their studies, worked with the museum’s archives as part of their assessment for the ‘Working with the Past’ module, coordinated by Mike Esbester. The second-year module encourages students to work with our local community partners where possible and produce work that has a benefit to them and the organisation they are working with. To hear the podcast, go to the D-Day Story website here.

  • Researching memories of D-Day: A student podcast

    Researching memories of D-Day: A student podcast

    Recently, the internationally-renowned museum, The D-Day Story, published on their website a podcast recorded in 2021 by three second year History students, Joshua Bown, Angus Grieve and Shannen Smylie. The students worked with the museum’s archives as part of their assessment for the ‘Working with the Past’ module, coordinated by Mike Esbester. The second-year module encourages students to work with our local community partners where possible and produce work that has a benefit to them and the organisation they are working with. To hear the podcast, go to the D-Day Story website here.

  • The Impact of Civil War on English Parishes

    The Impact of Civil War on English Parishes

    Civil War etching BM

    In November 2020 the University of Warwick Network for Parish Research organised an online symposium on ‘Remembering the Parish’. Fiona McCall, Senior Lecturer in History at the University of Portsmouth, presented a paper, ‘Remembering the ‘Wickedly Wicked’ Times’, looking at loyalist memories criticising the interregnum religious regime.  She was one of four speakers on the memories of the civil war in English parishes; there is a feature on these papers here on the My-Parish website.

  • Young people need to learn more about the history of racism in the US and Britain

    Young people need to learn more about the history of racism in the US and Britain

    In the light of the worldwide anti-racists protests taking place across the world, two current UoP students, Lois Marriott and Becca Francis, argue passionately for the need to educate young people about the history of black people’s experience of racism.

    We both chose to take units during our history degree that would help us understand issues on race and white privilege. This included “ Racism and Anti-Racism in Postwar Britain” taught by Dr. Jodi Burkett and “African American History and Culture” taught by Dr. Lee Sartain. We also learned about the history of slavery on the core units of our degree, as well as the impact of Imperialism. A combination of all these units gave us a good understanding of black history and a small insight on the oppression black people and other minorities have felt for centuries. This allowed us to understand our own white privilege and our country’s history of racism. The current protests on George Floyd’s murder are resonating with people across the world, including Britain. Many people do not understand why Britain is ‘getting involved’. There are two issues with this, firstly that a racist murder that has video evidence should cause anger across the world. Secondly, many people are pairing this argument with the claim British police shouldn’t be scrutinised, as it was American police who committed the crime. Racism is not a uniquely American problem. Racism can be seen across the globe and Britain is not exempt from this. Britain’s history with racism, particularly within the Empire, is not taught to students at school and this creates a large gap in many people’s knowledge on British racism. This is why so many people are not understanding why the American protests have resonated so much with the British.

    The statue of Bristol slaver Edward Colston thrown into the river Avon yesterday.
    The statue of Bristol slaver Edward Colston thrown into the river Avon yesterday.

    Lois on Jodi Burkett’s unit:

    Britain’s history with racism is both long and complicated. With that being said, it is not something taught in schools. This was what inspired us both to choose Jodi’s unit as it was a subject we both had limited knowledge on. This highlights a clear flaw in the UK’s curriculum. The new curriculum in England was released in 2014 and includes an option on ‘Migration to Britain.’ This unit also covers some history of the Empire too but only 4% of GCSE pupils take this unit.[1] Our own GCSE experience was just as limited as the only Black person I learned about on the whole GCSE course was Mary Seacole. Even her memory was placed in the shadow of Florence Nightingale and her significance massively played down which demonstrates the clear racism embedded in our education system.

    Jodi’s unit highlighted the prejudices black people face everyday in the UK. We learned about the ‘criminalisation’ of black youths from the 1970s onwards. This is something still present in society today and by studying this at university it opened up our eyes to the injustices the black community faces on a daily basis. It highlighted to us that even fifty years later this was still a major issue. The racism faced by the black community in the UK does not stop here. Stephen Lawrence is seen as the personification of racial violence in the UK and I was completely unaware of it until I studied this unit.[2] Stephen Lawerence was murdered on 22nd of April 1993 in a racial motivated attack. The police ignored the racial motive, his friend’s eye witness account because of his ethnicity and many leads in connection with the case.[3] This led to the Macpherson enquiry into how the police handled the case in 1999 and the amendment of the Race Relations Act in 2000. It took campaigning from his family and nineteen years for his murders to be held accountable for their actions. This also demonstrated the institutional racism within the Metropolitan Police at the time. This is just one example of the racially motivated attacks we studied and just a handful of those that have been committed. The whitewashing of British history cannot continue and we must educate young people on black history. Beyond this, we must educate ourselves where school education has failed us. The society we live in today gives us knowledge at our fingertips through technology and google. I am lucky enough to have studied this at degree level however black history should not be limited to those who choose higher education.

    Map of lynchings by states and counties in the United States, 1900-1931
    Lynchings by states and counties in the United States, 1900-1931, data from Research Department, Tuskegee Institute, source: Library of Congress

    Becca on Lee Sartain’s unit:

    While I have briefly studied African American history and culture throughout GCSE and A-Level, studying the topic at degree level has allowed me to gain a greater understanding of African Americans’ struggles in the twentieth century. This topic has provided me with vital knowledge that has helped me understand the history behind years of racial discrimination, systemic racism and white privilege. Within this unit we gained an uncensored insight into the lives of African Americans through the twentieth century and the struggles they have always faced, even up until today. In the early 1900s, the NAACP “perceived police torture as an issue intertwined with lynching”.[4] It is clear that police violence is still an issue we are facing over one hundred years later and some may say that not much progress has been made. Similarly, during the anti-lynching campaign, the NAACP used images of lynchings to change the narrative and display the white mobs as the savage, and in turn humanize the victim.[5] They suggested it was the white mob who was the true threat to the American modern and democratic image. The NAACP’s message was that all white Americans are potential mob members when they do nothing.[6] This message resonates with us today with the current events. Whilst embarrassment evoked change regarding lynching, it appears history is repeating itself today. The uncensored history of African American society and culture is something that should be taught in schools and colleges, not just at degree level. It has been reported that the current situation is the biggest ever Civil Rights Movement. Therefore, learning the history behind how we got to this point is vital.

    An issue of The Liberator depicting African Americans next to a lynching tree. The Liberator. Volume VII. 1837. Edited by William Lloyd Garrison. Published by Isaac Knapp, Cornhill, Boston, Massachusetts
    An issue of The Liberator depicting African Americans next to a lynching tree. The Liberator. Volume VII. 1837.

    News broke on 3rd June 2020 that the four police officers in connection with George Floyd’s murder had all been charged. This is a positive step. However, it is important to remember how many times this has not been the case. It is unfortunate that this was only the result due to growing international pressure, widespread outrage and media coverage. This is just one small step in a long battle that has been going on for over a century. It is a movement we must continue to support and fight for until racism is obsolete. Language used by leaders such as Donald Trump and Boris Johnson have the power to influence the population. They both use their platform incorrectly – Trump, for example, called COVID-19 the ‘Chinese Virus’. It is clear that the recent events are only the beginning, and learning the history behind why the protests are happening today is very important. We both agree there has been a lot of important information that we did not know until degree level. A less censored version of our history is well overdue in schools.

    [1]  Teaching Migration, Belonging and Empire in Secondary Schools (published July 4, 2019)

    [2] Jon Burnett, “After Lawrence: Racial Violence And Policing In The UK”, Race & Class 54, no. 1 (2012): 91.

    [3] Jon Burnett, “After Lawrence: Racial Violence And Policing In The UK”, Race & Class 54, no. 1 (2012): 92.

    [4] Thomas Welskopp, Alan Lessoff, Fractured Modernity: America Confronts Modern Times 1890s to 1940s, (Berlin: Walter de Gruyter GmbH, 2012), 14

    [5] Amy Louise Wood, Lynching and Spectacle: Witnessing Racial Violence in America 1890-1940, (Chapel Hill: University of North Carolina Press, 2009), 84

    [6] Jenny Woodley, Art for Equality: The NAACP’s Cultural Campaign for Civil Rights, (Lexington: University of Kentucky Press, 2014), 114

  • Heritage and Memory: Warlingham War Memorial

    Heritage and Memory: Warlingham War Memorial

    Benjamin Locke, a second year History student at the University of Portsmouth, has written the following blog entry on Warlingham War Memorial for the Introduction to Historical Research module. Benjamin considers the messages provided by the memorial’s imagery and how they reflect the social expectations of the time of its unveiling. The module is co-ordinated by Dr Maria Cannon, Lecturer in Early Modern History at Portsmouth.

    ‘Heritage is the valorisation and preservation by individuals and groups of traces of the past that are thought to embody their cultural identity’. [1] The values and practices of heritage preservation are determined by major political and economic trade-offs, both of which determine what sites and properties are to be preserved. [2] In this blog, I will assess the role collective memory played in the foundation of the Warlingham War Memorial, and if the 1920s values on which it was built can come into question. This is important in understanding the cultural significance of the memorial. Maurice Walbwachs’ quote ‘We can understand each memory as it occurs in individual thought only if we locate each within the thought of the corresponding group’summarises how assessing collective memory can help interpret and understand its cultural significance and influence. [3] In this blog I will also determine whether the memorial is successful in its original role as a site of remembrance for those who tragically lost their lives in the Great War, and its greater cultural meaning and representation for contemporary British society.

    https://www.iwm.org.uk/memorials/item/memorial/919
    Warblingham War Memorial, Tandridge, Surrey
    Image: iwm.org.co.uk

    Warlingham War Memorial was designed by John Edward Taylerson and was originally unveiled on the 4th December 1921 to commemorate the First World War. A plaque was later placed in 1946 in honour of those who fought and died in the Second World War. It consists of a tall column, with a high-standing soldier sheltering a helpless woman and the baby in her arms. The role that collective memory has on remembrance and how this comes into play is questionable. Halbwachs argues that we must ‘put ourselves in the position of others’ and ‘tread the same path’ to really understand remembrance. [4] Does the memorial really represent how contemporary British people viewed the war? It seems to portray the war as a male sacrifice for well-being of women and children. Angela Woollacott argues that women’s participation in the war effort was lamented by guilt, anger and adoration that their brothers/fiancées were evoked in their role as warriors, which ‘subsumed their own novel freedoms’. [5] She uses the memoir of Peggy Hamilton, a middle-class woman, who wrote that women suffered an ‘inferiority complex’ which put a barrier of ‘indescribable experience’ between men and women. [6] The Warlingham Memorial reflects this, with its lack of acknowledgement of the great sacrifices’ women made to the war effort in favour of the valorisation of the male soldier. The hopeless woman on the memorial is in no way a representation on the role of women, or how collective memory today views the role of women in the war. However, class differences are what really distinguishes people from their roles in war. A middle-class woman’s experience would arguably be completely different to the experiences lived by working women.

    The roles of war memorials are to do the dead justice and to make sure that we follow their example and ensure that they did not die in vain. Alex King perfectly summarises this duty, saying that it is ‘necessary to understand what the dead had died for and to follow the example they had set. The dead had died for others, and by emulating them they were, indeed, worthy of the sacrifices the dead had made on their behalf’. [7] The memorial does a successful job in showing that soldiers died to protect their families. The message the memorial emits is powerful and successfully aids our memory in the sacrifices made, even if the message that can be seen to invalidate the role of women. Despite its success in acting as a memorial for the fallen, is it dangerous for us to entirely take in the messages, which according to some revisionist historians are inaccurate portrayals composed of myths? King argues that commemoration had always offered a political platform, which had become available to mass organisations like the British Legion and the League of Nations. [8] The latter of these organisations would have wanted to preserve the status quo and deflect any criticism of the war, which was directed to the ruling classes, by instead portraying the war as a noble cause of death for the good of Europe and everyone at home. Ross Wilson supports this argument, believing that interrogation must be done when thinking about the message that memorials portray. However, he argues that myths in popular memory of the war are widely known by the public, and that the audiences do not passively consume everything they see. [9] Indeed, Wilson uses the popular television series Blackadder Goes Forth to show that there is an understanding of what the Great War was like, as it contains suffering soldiers, incompetent officers, atrocious conditions and pointless military advances. [10]

    In conclusion, the war memorial successfully acts as a symbol of remembrance for those that fell in the First World War. It creates an image of noble sacrifice, and despite any opinions on the causes, justifications and pointlessness of the war, it is clear that many of these soldiers fought and died for their country, and will ensure that the people of Warlingham will never forget the sacrifices of combatants in both the First and Second World Wars. However, the connection between politics and remembrance has meant that the role of women during the war has been diminished, with the memorial’s portrayal of the woman as being helpless, weak and being shielded by nothing but the men fighting on the front line. By today’s standards, this is not a completely successful memorial in showing the great sacrifices that the whole of British society had made to the war effort. It is important for us to not judge societal norms through the lenses of today, and we must remember that gender roles and norms were completely different to what they are now. Nicholas J. Saunders’ remarks – ‘While memorials are supposed to serve as tangible weighty structures denoting consensus, they can divide a community as much is it could unite’ – perfectly details how the politics in memory can be polarising. [11] The memorial is overall, very moving and sad, but it makes me wonder that if it were to be situated in central London rather than a village in Tandridge, would it prove too controversial and raise debate?

    Notes

    [1] Yudhishthir Raj Isar, Dacia Viejo-Rose and Helmut Anheier, Heritage, Memory and Identity (London: Sage Publications, 2011), 3.

    [2] Isar, Viejo-Rose and Anheier, Heritage, Memory and Identity, 4.

    [3] Maurice Halbwachs, On Collective Memory (London: University Chicago Press, 1992), 53.

    [4] Halbwachs, On Collective Memory, 53.

    [5] Miriam Cooke and Angela Woollacott, Gendering War Talk (Winchester: Princeton University Press, 1993) Chapter 6: Angela Woollacott, 128.

    [6] Cooke and Woollacott, Gendering War Talk, 128.

    [7] Alex King, Memorials of the Great War in Britain: The Symbolism and Politics of Remembrance (Oxford: Berg, 1998), 155.

    [8] King, Memorials of the Great War in Britain, 165.

    [9] Bart Ziino, Remembering the First World War (Oxfordshire: Routledge, 2015) Chapter 3: Ross Wilson, 135.

    [10] Ziino, Remembering the First World War, 140.

    [11] Nicholas J. Saunders, Matters of Conflict: Material Culture, Memory and the First World War (London: Routledge, 2004), 134.