Relevant bibliographies by topics / Annales School

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Annales School'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Annales School"

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Yıldırım Delice, Didem. "Annales School and Ricoeur's critique of Annales School within the narrative context." History Studies International Journal Of History Volume 3 Issue 2, no. 3 (2011): 101–24. http://dx.doi.org/10.9737/hist_278.

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Hassan, Nagham Abd AL-Hadi Mahdi, and Mahmoud Abdulwahid M. Al-Qaysi. "Ecole des Annals and Iraqi Perception: Its Impact on Early Iraqi Historians." Al-Adab Journal 3, no. 138 (September 15, 2021): 33–40. http://dx.doi.org/10.31973/aj.v3i138.1764.

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The article is a study of the Ecole des annals' impact on the first generation of Iraqi historians and historiography during the 20th century. The Ecole des annals had emerged as a reaction of the 1st world war disasters and its destructive results which implicated on the political, economic and intellectual situations in Europe during the interwar period. The school had founded in 1929 by two French historians: Marc Bloch (1886-1944) and Lucien Febvre (1878-1956), and published its first journal " Annales d'histoire économique et sociale", in addition to publications of the school which concentrated on social and economic history, and kept away from the political history which was the main interest of "École méthodique" (Methodological school) since late 19th century and its journal " Revue historique" at 1876. The annals school had important influences on the European and American, and then world historiography since its rise up to present. The school had moved the historiography from political and diplomatic aspects to social, intellectual and economic issues.
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TANIOKA, Takeo. "Fernand Braudel and the "Annales" School." Japanese Journal of Human Geography 53, no. 4 (2001): 327–44. http://dx.doi.org/10.4200/jjhg1948.53.327.

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Lewkowicz, Nicolas. "The Annales School – An Intellectual History." Intellectual History Review 21, no. 2 (June 2011): 250–51. http://dx.doi.org/10.1080/17496977.2011.574432.

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Forrest, A. "The Annales School: An Intellectual History." French History 25, no. 2 (May 10, 2011): 264–66. http://dx.doi.org/10.1093/fh/crr040.

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Iggers, G. G. "The Annales School. An Intellectual History." Enterprise and Society 13, no. 1 (May 11, 2011): 221–24. http://dx.doi.org/10.1093/es/khr018.

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Baker, Alan R. H. "The Annales School: An Intellectual History." Journal of Historical Geography 36, no. 2 (April 2010): 235–36. http://dx.doi.org/10.1016/j.jhg.2010.02.013.

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Kalimonov, I. K., V. E. Tumanin, and E. I. Kamaletdinova. "Marc Ferro and the French School of the History of International Relations." Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki 164, no. 3 (2022): 29–36. http://dx.doi.org/10.26907/2541-7738.2022.3.29-36.

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This article focuses on an interesting aspect of the scholarly career of Marc Ferro, one of the most famous French historians of the 20th century. He was not only the editor-in-chief of the Annales, but also the co-editor of the Journal of Contemporary History, which encouraged him to attempt experiences beyond the traditional scope of the Annales. Historians who published their findings in the Annales were either medieval or modern history researchers, i.e., they believed that contemporary history provides no suitable material for historical studies. Thus, M. Ferro was a pioneer of the study of the modern history of France. In addition, as a disciple of Pierre Renouwen, he actively developed the history of international relations. P. Renouwen and M. Ferro, unlike most historians of the Annales School of History, held to the critical assessment of the role of mentality in historical change. Here we discuss their approach to the study of the world of perceptions as a factor determining the dynamics of change in the world of people’s perceptions and its reflection in the changing international situation. Based on an analysis of the works of these historians, it is concluded that a shortcoming of the traditional approaches of the Annales School is the desire for universalism, which became a source of misunderstanding of many contemporary processes that the West deals with in the former colonial countries.
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De Souza, Amauri Santos, and Andréa Kochhann. "The positivist and Annales schools: an analysis of their complex relationship." CONTRIBUCIONES A LAS CIENCIAS SOCIALES 16, no. 10 (October 5, 2023): 19347–59. http://dx.doi.org/10.55905/revconv.16n.10-039.

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Examining and scrutinizing historiographical paradigms are pivotal for the epistemology of historical studies, as fluctuations in the scientific discourse shape and echo through diverse interpretations within this intellectual domain. Hence, this study sought to dissect the intricate interplay between the positivist and Annales schools. This investigation is warranted by its potential to broaden the spectrum of understanding within historical epistemology, facilitated by exhaustive literature reviews and historiographical analyses. Notably, this study challenges the conventional dichotomy that portrays these two schools of thought as inherently antagonistic. The paper posits the following research query to elucidate this nuanced landscape: "To what degree do elements of synergy, antagonism, and rivalry manifest between the Annales school and the positivist school?" The overarching aim of this article was to unpack these multifaceted interactions using a qualitative exploratory approach, an extensive bibliography, and methodological and theoretical standards outlined in the literature by various scholars. A meticulous analysis was undertaken to gain relevant insights contributing to a coherent argument that addresses the central research question.
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Peter Paret. "The Annales School and the History of War." Journal of Military History 73, no. 4 (2009): 1289–94. http://dx.doi.org/10.1353/jmh.0.0449.

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Dissertations / Theses on the topic "Annales School"

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Tendler, Joseph. "Against the tide : resistances to Annales in England, France, Germany, Italy and the United States, 1900-1970." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/3111.

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Against the Tide investigates systematically for the first time how resistances to methodologies advanced by historians associated with the Annales School, one of the most influential twentieth-century schools of historical thought, came to exist in England, France, Germany, Italy and the United States between 1900 and 1970. It defines ‘methodology' in broad terms as the practice of history and poses a series of questions about resistances: who or what created them? What constituted them? Did they centre on a particular methodology, Annales historian or the Annales School as a whole? And what did opposition to methodologies incorporate: technical debates in isolation or wider issues associated with politics, religion and philosophy? The dissertation uses an interdisciplinary conceptual framework,drawing together ideas advanced in the history of science, sociology of education and knowledge, and comparative history, in order to answer these questions. The responses offered refer to and draw on a selection of sources: one hundred and nine scholars' private archives, the articles, books, critical reviews and published letters of a variety of historians and segments of the growing literature both about the Annales School and about the institutions within which the historical discipline operated during the twentieth century. They suggest that resistances played an important part in the international dissemination of Annales historians' methodologies, that resistors held different ideas about the Annales School from those of its creators and divergent methodological commitments, but that they like Annales historians often sought to enhance historical research and sometimes worked on the same subjects but in different and occasionally equally inventive ways. Overall, the findings illustrate a limited but important part of Annales' own history and thereby help to cast the School in new light on terms other than its own by placing it in the transnational context of twentieth-century transatlantic historiography.
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Carvalho, Marcone Bezerra. "Émile-G. Léonard e sua contribuição aos estudos do protestantismo brasileiro." Universidade Presbiteriana Mackenzie, 2013. http://tede.mackenzie.br/jspui/handle/tede/2430.

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Made available in DSpace on 2016-03-15T19:48:24Z (GMT). No. of bitstreams: 1 Marcone Bezerra Carvalho.pdf: 1359245 bytes, checksum: b21c185a79adcb8fd713e99d1d4fa5eb (MD5) Previous issue date: 2013-02-19
French historian Émile-G. Léonard, while residing in Brazil (1948-1950) and teaching at the Universidade de São Paulo (USP), made an assessment of the Protestant segment in Brazil. He wrote a work that, six decades later, still constitutes the main interpretation of the Brazilian Protestant movement. This Sorbonne chair professor was influenced by the Annales School (especially by Lucien Fevbre) and was the first historian of this movement to consider Brazil as an object of research. This thesis approaches, firstly, the scenario of contemporary historiography and its impact within or on the overall context of the country. Next, it presents an overview of Léonard s life and work, with special attention given to his production about Brazil, that is to his Brazilianism . The last chapter deals with his evaluation of Brazilian Protestantism, and analyzes his contribution and influence with respect to studies developed around this theme.
Durante o período em que esteve no Brasil (1948-1950) como professor da Universidade de São Paulo (USP), o historiador francês Émile-G. Léonard analisou a presença protestante no país e escreveu uma obra que, passadas seis décadas, ainda se constitui na principal interpretação do movimento evangélico brasileiro. Influenciado pela Escola dos Annales - particularmente por Lucien Fevbre -, o catedrático da Sorbonne foi o primeiro historiador ligado ao movimento a tomar o Brasil como objeto de estudo. O trabalho que ora apresentamos aborda, primeiramente, o cenário da historiografia contemporânea e seus ecos no contexto nacional. Em seguida, a vida e a obra de Léonard são tratadas, dando-se especial atenção à sua produção sobre o Brasil, ou seja, ao seu Brasilianismo. No último capítulo, sua reflexão a respeito do protestantismo brasileiro, sua influência e contribuição aos estudos relacionados ao tema são analisadas.
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Hyatt, John Gilbert. "The Development of an English Antislavery Identity in the Eighteenth Century." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1367.

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This thesis explores the growth of antislavery sentiment in the English-speaking world during the eighteenth century. I examine the institutional processes, transatlantic discourses, and ideological schema with which individuals and groups reformulated their identities as a means of extricating themselves from slavery's various social, economic, and ethical implications. I argue that abolitionism in England is best understood as the cumulative outcome to a series of identity reconstructions, and that a Histoire des Mentalités, as drawn from the Annales School, is an apt methodology for unmasking the structural underpinnings of an antislavery identity.
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Ahlberg, Magdalena, and Daniel Fredriksson. ""Vart skulle de annars ta vägen?" : Gymnasieelevers attityder till invandring." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-30062.

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Syftet med denna studie är att undersöka och förstå gymnasieelevers attityder till invandring. Faktorer som vi valt att undersöka och som kan påverka attityder är bland annat kön, nationell bakgrund och erfarenheter av olika kulturer. Studien är genomförd på en gymnasieskola i en mindre stad i Mellansverige. Totalt deltog 195 elever i den genomförda enkätundersökningen och fyra uppföljande intervjuer genomfördes. Begrepp som attityder, invandrare och social distans är centrala i den teoretiska förståelsen av studien. Resultatet har analyserats med hjälp av teoretiska utgångspunkter såsom symbolisk interaktionism och stigmatisering. Utgångspunkterna har underlättat förståelsen av hur invandrare tillskrivs negativa egenskaper och diskrimineras därefter. Tidigare forskning och studier har använts i utformandet av denna studie samt för att jämföra resultat och på så vis kunna se förändring över tid. Slutsatser som har kunnat dras utifrån studien är att negativa attityder till invandring ofta grundar sig i en rädsla inför förändring och att invandrare ofta betraktas som en samhällelig belastning, ett hot och ökar konkurrensen om materiella tillgångar. Den viktigaste bakomliggande faktorn till negativa attityder till invandring är klasstillhörighet där kunskap och utbildning har en central betydelse. Upplevelser och erfarenheter av andra kulturer än den egna ökar även toleransen inför invandring. Generellt sett ökar positiva attityder till invandring jämfört med tidigare, även om resultatet ger uttryck för att det fortfarande finns extremt negativa attityder. Ungdomar behöver ges utrymme att diskutera dessa frågor. Skolan såväl som det sociala arbetet står inför utmaningen att möjliggöra en öppen diskussion baserad på grundläggande demokratiska värderingar för att öka toleransen inför minoriteter.
The purpose of this study is to examine high school students´ attitudes towards immigration. Several factors that may influence the attitudes were presented, including gender, national origin and experiences of different cultures. The study was conducted in a small town in central Sweden. A total of 195 students participated in the survey and four follow-up interviews were conducted. Concepts such as attitudes, immigrants and social distance are central to the theoretical understanding of this study. The results have been analysed using theoretical frameworks such as symbolic interactionism and stigmatization. The theoretical foundations have assisted our understanding of how immigrants are assigned negative characteristics and the discrimination against them. Previous research and studies have been used in designing this study, as well as to compare results and thus being able to see changes over time. A conclusion that has been drawn from this study is that negative attitudes towards immigration are often based on a fear of change and that immigrants are regarded as social burdens, a threat and an increased competition for tangible assets. The most important underlying factor to negative attitudes towards immigration is class affiliation where knowledge and education has central influence. Experiences of cultures other than ones own also increase tolerance concerning immigration. Compared to previous studies results show that, generally, positive attitudes toward immigrants increases, although there are still some extremely negative attitudes. Young people need to be given possibility to discuss these issues. The fields of social work as well as education are faced with the challenge to allow open discussion based on fundamental democratic values to increase tolerance towards minorities.
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Scholl, Annalena [Verfasser], Eva-Maria [Gutachter] Kieninger, and Florian [Gutachter] Bien. "Die Reform des belgischen Mobiliarkreditsicherungsrechts : eine rechtsvergleichende Betrachtung unter besonderer Berücksichtigung der Registerpublizität / Annalena Scholl ; Gutachter: Eva-Maria Kieninger, Florian Bien." Würzburg : Würzburg University Press, 2018. http://d-nb.info/1169572898/34.

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Stenlund, Liza, and Lars Carlsson. "”Annars blir de ju robotar, det går ju inte!” : – om gymnasieelevers möjlighet till reflektion över sitt eget skapande i Bild." Thesis, Örebro University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-1781.

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Syftet med uppsatsen är att undersöka om och hur gymnasieelever ges möjlighet att reflektera över sitt eget skapande i Bild. Studien har utförts inom ramen för Estetisk verksamhet då dess kursplan anger reflektion som ett av målen för Godkänt betyg. Då det ingår i lärarens arbete att

ytterst ansvara för planering av kursen utifrån aktuell kursplan, utgår studien från ett lärarperspektiv. För att se hur bildundervisningen ger möjlighet till reflektion har observationer utförts på tre gymnasieskolor med påföljande intervjuer med respektive lärare. Studien granskar nuvarande, dåvarande samt en föreslagen kursplan, för att se vilken betydelse som ges begreppet reflektion. Resultatet pekar på att det förekommer reflektion, främst i muntlig form, men att reflektion verkar vara svårt att konkretisera i praktiken.

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Haung, Shih-Chin, and 黃詩琹. "“Montaillou”: A Breakthough of Local History Writings in Annales School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/37285329104415232294.

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碩士
國立中興大學
歷史學系所
97
Emmanuel Le Roy Ladurie, who is the third-generation-scholar of Annales School, published a popular masterpieces, Montaillou: Village Occitan de 1294 à 1324. It obtains the echo of professional historians and the public. This article attempts to analyze the study approach and ways of writing in Montaillou., and discuss the illumination to local history writings. Montaillou was regarded as the pioneer of the historical researching turning to the cultural domain in 1970s. Le Roy Ladurie studied the Montaillou, he combined the structural analysis of Annales School tradition and ways of anthropology research, analyzing the economical, social and cultural essence in one local spot with deeper dimension. This way of local history writings made the historians after him emphasized more in cultural subject. After Montaillou, some local studies or local history writings were illuminated by it. Some scholars adopted essence in new historical material digging or used the researching pattern of Montaillou. Despite many new ideas and study approaches in local studies and local historical writings, Montaillou still has its paradigm value.
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Xue, Rong-Ting, and 薛榕婷. "The Hundred Schools of Thought in The Annals of Lü Buwei." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/pq752c.

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博士
淡江大學
中國文學系博士班
103
In the last years of Warring States period, Lü Buwei, the Chancellor of Qin state, led the writing and editing of the last pre-Qin academic publication on Chinese philosophy. As this publication was regarded as a comprehensive documentary covering every subject since the beginning of history, it was hence named “Lüshi Chunqiu / The Spring and Autumn Annals of Lü Buwei”。 It had always been a tradition in Qin state to hire advisors from other states. For example, Lü Buwei himself was actually from Wei. Just like the Four Lords of the Warring States, Lü Buwei also cultivated and housed many talented house-guests from every state. The number of these guests ran up to as high as three thousands. They contributed what they had learned from every corner of the states to Lü’s Annals and therefore, its content became very rich and complex. Enormous projects like “Lüshi Chunqiu” could only be made possible when the conditions in economy, society and development were right. As Qin state was close to defeating other states and uniting the realm, the perspective of “Lüshi Chunqiu” was tailored for the future emperor to rule a long-lasting empire. The book presents thorough observation on history, politics and international affairs. In section Xuyi Pian, it suggests that the ruler learns from the principles of natural world for the harmony among people, society and the Nature. The theories laid out in “Lüshi Chunqiu” and by “Hundred Schools of Thought” mainly focused on statecraft. However, these political proposals were actually not that favored by Zheng, the King of Qin state. Nevertheless, these diverse ideas still subtly formed the foundation of the political theories in the following dynasty, Han, when free academic opinions became constrained and regulated by its central government. Therefore, “Lüshi Chunqiu” was a very influential publication at the point of this transition.
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Books on the topic "Annales School"

1

Stuart, Clark, ed. The Annales school. London: Routledge, 1999.

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Tendler, Joseph. Opponents of the Annales School. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137294982.

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L, Bintliff J., ed. The Annales school and archaeology. New York: New York University Press, 1991.

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L, Bintliff J., ed. The Annales school and archaeology. Leicester: Leicester University Press, 1991.

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Taran, L. V. Istoricheskai͡a︡ myslʹ Frant͡s︡ii i Rossii: 70-e gody XIX-40-e gody XX vv. Kiev: Naukova dumka, 1994.

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Roiz, Diogo da Silva. As transferências culturais na historiografia brasileira: Leituras e apropriações do movimento dos Annales no Brasil. Jundiaí, SP: Paco Editorial, 2012.

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Minaudier, Jean Pierre. Fernand Braudel o la nueva historia. Tunja, Boyacá, Colombia: Publicaciones del Magister en Historia, Escuela de Posgrado de la Facultad de Educación, Universidad Pedagógica y Tecnológica de Colombia, 1988.

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Bernard, Knapp Arthur, ed. Archaeology, Annales, and ethnohistory. Cambridge: Cambridge University Press, 1992.

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Milenković, Pavle. Škola anala: Ogledi o sociološkoj istoriografiji. Novi Sad: Stylos, 2004.

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Brigitte, Pasquet, and Propetto Marzi Béatrice, eds. Fernand Braudel. Paris: Editions Odile Jacob, 1995.

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Book chapters on the topic "Annales School"

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Tendler, Joseph. "Introduction: ‘Annales Continues … ’." In Opponents of the Annales School, 1–10. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137294982_1.

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Tendler, Joseph. "Annales: Institutions and Wider Resonances." In Opponents of the Annales School, 29–40. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137294982_3.

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Tendler, Joseph. "Annalistes: Pre-history and Trajectories." In Opponents of the Annales School, 13–28. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137294982_2.

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Tendler, Joseph. "Contestation and Entanglement." In Opponents of the Annales School, 41–70. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137294982_4.

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Tendler, Joseph. "Marginal Difference: Germany." In Opponents of the Annales School, 73–94. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137294982_5.

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Tendler, Joseph. "Marginal Encounters: The Italian Peninsula." In Opponents of the Annales School, 95–118. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137294982_6.

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Tendler, Joseph. "‘Historians against History’: England." In Opponents of the Annales School, 121–44. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137294982_7.

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Tendler, Joseph. "The Challenge of Plurality: The USA." In Opponents of the Annales School, 145–69. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137294982_8.

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Tendler, Joseph. "Coda: Opponents across Borders." In Opponents of the Annales School, 170–89. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137294982_9.

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Smith, Lindsay S. "Annales School and the Elizabeth City Ships’ Graveyard: A New Theoretical Approach to Ship Abandonment Studies." In The Archaeology of Watercraft Abandonment, 239–58. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7342-8_13.

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Conference papers on the topic "Annales School"

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BARBOSA, Milena Pinheiro, Marcelo Henrique de Souza da SILVA, Eva maria joana cruz da PUREZA, and Carlos A. B. da SILVA JR. "Exploring Biophysics through Low-Cost Experiments in the Schools of Ananindeua-Pa." In Annals of the 1st MCAA Brazil-Europe Workshop. Recife, Brasil: Even3, 2017. http://dx.doi.org/10.29327/15364.1-1.

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