(Français) Le LabEx EHNE aux Rendez-vous de l’Histoire à Blois

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capture-decran-2016-09-20-a-10-03-40Le LabEx EHNE est présent aux Rendez-vous de l’histoire de Blois du 6 au 9 octobre 2016 (stand n ° 158).

Le LabEx participe aux conférences suivantes :


Partir faire la guerre froide à l’Ouest : des Soviétiques entre collaboration, compétition et défection ?


Vendredi 7 octobre
16 h à 17 h 30 du site Chocolaterie de l’IUT (amphi. 2)

Le départ des Soviétiques à l’Ouest fut longtemps considéré comme définitif. Partir signifiait un non-retour, un rejet du modèle politique socialiste dont les cas du danseur Rudolf Noureïev ou de l’écrivain Alexandre Soljenitsyne furent les exemples les plus célèbres. En outre, le « rideau de fer », symbole de la guerre froide, rendait les départs d’URSS – et les retours – presque impossibles. Les recherches récentes ont nuancé ces représentations : les Soviétiques partant à l’Ouest fuyaient-ils tous ? N’étaient-ils pas au contraire les nouveaux ambassadeurs de l’idéal soviétique ?

Intervenants :
Isabelle Gouarne, chargée de recherche CNRS
Stéphanie Gonçalves, post-doctorante, collaboratrice à l’ULB, Bruxelles
Sophie Momzikoff-Markoff, docteur en histoire des relations internationales
Sylvain Dufraisse, docteur en histoire contemporaine

Modérateur :
François-Xavier Nérard, maître de conférence à Panthéon-Sorbonne

En savoir plus


Partir pour les colonies européennes au temps de l’engagisme : un départ forcé ? 


Vendredi 7 octobre
16 h 15 à 17 h 45 du site Chocolaterie de l’IUT (salle 214)

Au XIXe siècle, les Européens font appel à des travailleurs étrangers sous contrat d’engagement pour satisfaire les besoins de leur économie coloniale. Il s’agira d’analyser les différents facteurs de départ et de débattre sur la liberté de l’engagement.

Intervenants :
Jacques Weber, professeur émérite, Université de Nantes
Pierre Singaravélou, professeur émérite, Université Bordeaux-Montaigne
Pieter Emmer, professeur émérite, Université de Leyde
Viginie Chaillou-Atrous : docteure en histoire contemporaine, post-doctorante de l’axe 4 du LabEx EHNE, CRHIA, Université de Nantes

Modératrice :
Alice Bonamy, doctorante en histoire contemporaine

En savoir plus


Partir ou rester après une défaite 


Vendredi 7 octobre
18 h à 19 h 30 à l’école du Paysage

Cette table ronde est l’occasion de présenter deux ouvrages récents sur les défaites, l’un à l’époque moderne, l’autre à l’époque contemporaine : La défaite à la Renaissance (Droz, 2016) et Vaincus ! Histoires de défaites en Europe (Nouveau Monde éditions, octobre 2016). Les défaites occupent une place singulière dans l’histoire européenne, notamment dans l’élaboration des récits nationaux. Les étudier permet de décentrer le regard, d’écrire véritablement une autre histoire de l’Europe.

Intervenants :
Corine Defrance, directrice de recherche CNRS
Jean-Marie Le Gall, professeur d’histoire moderne à Paris 1 Panthéon-Sorbonne
François-Xavier Nérard, maître de conférences à Panthéon-Sorbonne

Modératrice :
Catherine Horel, directrice de recherche CNRS

En savoir plus

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(Français) COMMENTAIRES : Une laïcité européenne ? La place des religions dans l’Europe d’hier, d’aujourd’hui et de demain

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commentairesDossier coordonné par Eric ANCEAU, « Une laïcité européenne ? La place des religions dans l’Europe d’hier, d’aujourd’hui et de demain », Commentaire, n° 155, automne 2016.

 

Une question d’actualité, Eric Anceau, Paris-Sorbonne, CH du XIXe s. et LabEx EHNE (more…)

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Call for application: Chaire d’excellence, Research strand 5: The Europe of Wars and the Traces of War

A genuine incubator of research, the LabEx EHNE thus provides an exceptional framework for reflecting on the history of the European continent, while offering to popularize the results of this research with a broad public. The creation of a digital encyclopedia (www.ehne.fr) represents one of its primary objectives in this regard.

The project brings together five partner laboratories from three university institutions (the universités Paris 1 Paris-Sorbonne and Paris-Sorbonne, université de Nantes), as well as the Centre national de la recherche scientifique (CNRS). It is led by Professor Éric Bussière (université Paris-Sorbonne, UMR 8138 Sirice).

Within the LabEx, research strand 5 explores the central role that war and its aftermath have played in modern European history. Its researchers study wars along with their material, memorial, and mental traces…in an interdisciplinary manner and within a European context that is beyond national histories or overly tight chronologies, which are overrepresented in studies regarding war. They consequently seek to understand war in all of its dimensions, including material, human, economic, and symbolic ones. Their research aims to redefine certain keywords – such as guerilla warfare, small wars, civil war, world war, Cold War – as well as to generate new approaches. It also involves calling into question the paths used for a peaceful cohabitation after a conflict. Is it possible to live together (once again) ? Can the post-genocidal period be likened to a kind of war? What paths are chosen to put an end to conflicts (treaties, reparations, repentance…), or for the process of rapprochement and reconciliation? Researchers also reflect on the traces left by conflicts, both collective ones such as memorials, and individuals ones such as testimony. These questions and many others are explored through ten evocative themes: occupations, displacement, memorialization, reconciliation, victors/vanquished, reparations, representing war, when war disrupts gender, violence, objects, judging war.

Candidates should show in their applications what their research could contribute to the collective project of LabEx EHNE research strand 5. We will pay special attention to candidates that plan to develop subjects dealing with war, for example one of the three following topics: war and economy, war and law, combatants in war.

 

The selected candidate must organize a study day, write encyclopedia entries (at least two, www.ehne.fr), and participate in/organize conferences or seminars in connection with the research strand 5.

 

Calendar:

A stay for one to three month(s) during 2017: either between February and June, or between September and November (period to be specified)

Requirements for eligibility:

  • Senior researchers holding a position or affiliated with a foreign institution
  • Strong mastery of French and/or English

Hosting Conditions:

  • Compensation: pay equivalent to that of a professor of exceptional class (monthly salary: 4 800 € net)
  • Transportation: the LabEx EHNE will pay for a round-trip ticket for the selected candidate between their place of customary residence and Paris
  • Research resources: availability of an office with computer equipment
  • Obligatory Paris residence

Candidature:

  • The application should be written in French or English
  • It should be sent no later than October 31, 2016
  • Responses will be sent on November 15, 2016

 

The documents should be sent in a single electronic file to the following address: labexguerres@gmail.com

 

The application must imperatively include the following:

  • Complete application form
  • Curriculum vitae including a complete list of publications
  • Presentation of the research project (maximum 5 pages) followed by a selective bibliography
  • A short presentation of the academic manifestation-s planned (round table…)
  • One or two articles that the candidate would like to bring to the selection committee’s attention
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Nuclear fear in Europe: from weapons to power stations


Anglais

Auteur-e-s

The Cold War context led to the emergence of new fears in Europe, including those related to nuclear weapons. Scientists, pacifists and citizens expressed their emotion, usually in combination with reasoned debate, in the face of the threat of global destruction. The 1970s witnessed a shift towards fears associated with nuclear power, expressed both as a fear of major accidents and through protests against the day-to-day environmental impact of this energy source.

"La gueule ouverte" cover (the open mouth), environmental and anti-nuclear periodic, n. 28, 20th november 1974.

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European Perspectives on a Disaster: Courrières (1906)


Anglais

Auteur-e-s

Disasters have an international echo and reveal national characteristics. In 1906, all Europe was shocked by a mining accident in Courrières, the biggest industrial disaster suffered by France in modern times (with over a thousand fatalities). While at first reactions of solidarity were unanimous, fears of social unrest later began to break the initial harmony. But in the case of Courrières, German rescuers came to the aid of French miners: this episode briefly transformed the tragedy into a symbol of hope for peace among men.

German rescuers arriving after the Courrières' disaster (1906).

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Risks and Security


Anglais

Auteur-e-s

For more than two centuries, Europe has been confronted with natural catastrophes and industrial risks, with its reactions to these events evolving over time: fatalism of humans in the fact of their destiny, Enlightenment humanism, the scientistic certainties of the nineteenth century, and lastly doubt arising from the emergence of the principle of precaution, the goal of zero risk, and the great number of second assessments.

If the Europe of flows was built quite quickly, the Europe of common reflection and comparable legislation regarding risk and security still remains incomplete in the face of broad cultural diversity. A tendency toward convergence, however, has seemingly been taking shape over the last few decades.

Colour engraving of the Lisbon earthquake

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Coeducation (19th-21st centuries)


Anglais

Auteur-e-s

Single-sex schools developed in Europe in the early modern period since boys and girls were expected to lead different lives and hence acquire different skills. In the late 19th century feminists and pedagogues increasingly questioned this separation, especially when they discovered the prevalence of coeducation in the United States. Coeducation gradually became the dominant mode of schooling in Europe in the 20th century for ideological, pedagogical and pragmatic reasons, although the rate at which it progressed varied a great deal depending on the age of students, the religious and political culture of the society, and the availability of schools.

“As a Matter for Discussion: The Question of Separate Instruction in School »,” V poriadke diskussii, Krokodil, no.21 (1950): 4. Translation: “How two secondary schools…will be made into two excellent schools” through the mingling of the sexes.

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New Education


Anglais

Emerging at the end of the nineteenth century, Progressive Education became a major international educational movement in the 1920s. Its advocates demanded profound educational reforms based on a scientific understanding of the child and on a reversal of educational logic. School, it was argued, should adapt to the child by respecting his or her needs and interests and allowing him or her to learn through experience, activity and cooperation. It was therefore a question of rethinking the curricula, teaching methods and the respective roles of teachers and pupils so that the latter could appropriate knowledge for themselves. Those who promoted Progressive Education campaigned for coeducation, so that boys and girls could benefit from the same teaching in a shared environment. For them, education should be natural, close to life, and should prepare pupils for social life through an experience of community life in school. This is how they would learn tolerance and respect for others, both children and adults.

« Workshop » : In the “Maison des Petits”, the classroom was like a workshop.

Source : New Education
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Educating Europeans


Anglais

Auteur-e-s

The movement towards compulsory and prolonged schooling since 1800 had a greater impact on girls than boys in European countries because girls’ education significantly lagged behind that of boys in 1800. Early 19th-century schools were strictly divided by both sex and class: elementary education was directed toward the poor, whereas secondary education was mainly for wealthy boys. By mid-century national networks of schools increasingly allowed girls to pursue studies, particularly within vocationally-oriented and teacher-training programs. Between 1850 and the 1920s, many countries mandated compulsory elementary education for both sexes and single-sex secondary schools for girls developed. Feminist movements also promoted girls’ schooling, including in the colonies. Women, and particularly nuns, were very present in the “civilising mission” that encouraged the creation of schools in the Empire and in Europe. From the inter-war period on, the most dramatic changes in educational systems have been the spread of comprehensive secondary education and the disappearance of single-sex schooling. After 1945 this meant that the numbers of students attending secondary schools soared.

Sciences lesson in Kalvskindet's school (Norway), around 1900, Erik Olsen.

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Abolitionism


Anglais

Auteur-e-s

Abolitionism is a European movement for the abolition of regulationism, which began in England in 1869. The movement brings together prohibitionists, advocating the end of regulationism and the banning of prostitution, and abolitionists opposed only to regulated prostitution. At the end of the nineteenth century, abolitionism extended its scope to include the struggle against the white slave trade. In the twentieth century, regulationism having been abolished, the term most often refers to opponents of all forms of prostitution.

Photographic portrait of Joséphine Butler. 

Source : Abolitionism
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