“All May Visit the Big Camp”: Race and the Lessons of the Civil War at the 1913 Gettysburg Reunion

Shaping historical memory means extracting lessons from the past. Those lessons frame the debate about the nature of the present. Just months after the inauguration of Woodrow Wilson, the attention of most of the nation focused on the events scheduled to commemorate the semi-centennial of what was by then increasingly viewed as “the turning point” of the Civil War. The reunion at Gettysburg in 1913 constituted the contemporary public exegesis of the status of American memory of the Civil War. In this respect, the reunion in Gettysburg reflected the erasure of the legacy of emancipation and the unfulfilled promise of equality for African-Americans. Yet, almost all the public discourse at Gettysburg reflected no sense of disappointment; rather, the battle now represented a triumph of the American spirit. The presence of AfricanAmerican veterans would have complicated the message of white reconciliation at the reunion. Reckoning with the honorable service of black troops was not something mainstream American society felt comfortable with in 1913. Whether or not black veterans attended the fiftieth anniversary of Gettysburg is a small detail which illuminates a profoundly broader pair of subjects: the meaning of the Civil War and the nature of American race relations in 1913. In answering this question of black veterans at the Gettysburg reunion, the broader context of the organization and execution of the reunion, the lessons drawn from the ceremonies in Gettysburg, explicit discussions of race at the reunion and contemporary African-American perspectives must all be explored. [excerpt

Social Content of the International Sphere: Symbols and Meaning in Franco-German Relations. CES Germany & Europe Working Paper no. 02.2, 2002

With respect to the particular empirical domain and historical period that this paper examines, a conceptual focus on symbols makes it possible to construct a narrative that brings together a host of symbolic Franco-German practices between the late 1950s and the end of the century. As isolated events all of these episodes and pieces are well documented. However, only the conceptual tool that this article develops provides the means to assemble these manifold incidents and occurrences into a coherent whole, to comprehend their connectedness, and to appreciate the social meaning with its characteristic effects that these symbolic acts generate and perpetuate in their entirety. In sum, in this paper I pursue three goals. First, I distinguish the concept of “predominantly symbolic acts and practices among states” and define symbolic acts as a distinct category of international practice. I provide the conceptual framework to capture important international social content as well as to appreciate the effects of such meaning and social purpose. Second, with this conceptual addition, I systematically explore the empirical manifestation of such acts, and the meaning and purpose they help to institutionalize, for the bilateral relationship between France and Germany between the late 1950s and mid-1990s. I specify their substance and review their meaning. Third, I propose to view symbolic practices and their effects as elements of international social structure of interaction and meaning, and, as such, to consider them and the meaning they embody as ontological building blocks of international life. Doing so, in this paper I connect symbols to a social-structural style of international analysis. Both conceptually and empirically, this article attempts to fill a gap in the literature. It is as much about the “special” Franco-German relationship as it is about important ontological issues in international relations theory

Ethical beginnings: Reflexive questioning in designing child sexuality research

Counselling young children referred for sexualised behaviour can challenge therapists’ ideas about childhood and sexuality. This area of practice is complex and sensitive, and calls upon collaboration with a range of significant adults in children's lives. Purpose: This paper examines a researcher's process of movement from counselling practice into qualitative research practice, and the use of reflexive questioning to explore ethical issues within the study. Design: Shaped by social constructionist ideas and discourse theory, ethical questions are outlined within the design stage of a doctoral research project on sexuality in children's lives in Aotearoa New Zealand. Limitations: This paper explores ethics in the design of a current study: there are no results or conclusions

The Faculty Notebook, May 1997

The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost

For Our Information, November 1949, Vol. II, no. 7-8

An official publication of the ILR School, Cornell University, “for the information of all faculty, staff and students.

Participation of women in grassroots development interventions: reflections on the experiences of development projects in Sudan

This paper is based on an empirical study, conducted in 2005/06. It provides reflections on gender and development approaches employed in development projects in Sudan and identifies the challenges that development providers need to address when they plan for future interventions. It argues that addressing gender issues requires an in depth understanding of local values, and women’s needs and interests

The Faculty Notebook, September 1998

The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost

A Dodecalogue of Basic Didactics from Applications of Abstract Differential Geometry to Quantum Gravity

We summarize the twelve most important in our view novel concepts that have arisen, based on results that have been obtained, from various applications of Abstract Differential Geometry (ADG) to Quantum Gravity (QG). The present document may be used as a concise, yet informal, discursive and peripatetic conceptual guide-cum-terminological glossary to the voluminous technical research literature on the subject. In a bonus section at the end, we dwell on the significance of introducing new conceptual terminology in future QG research by means of `poetic language'Comment: 16 pages, preliminary versio

For Our Information, January & February 1954, Vol. VI, no. 6-7

An official publication of the ILR School, Cornell University, “for the information of all faculty, staff and students.