Former Socialist Countries Open their Past to Europe (SCOPE)
The project “Former Socialist Countries Open their Past to Europe” (SCOPE) focuses on gathering cultural heritage (CH) in the form of documents and personal testimonies from the former socialist countries (FSC) in the Danube Region. The main goals are to create an extensive database (DB) of the publicly available and newly collected documents, and to develop a user-friendly application for data search and analysis. The collection of available documents will be examined by group of historians to select significant CH movements on a specific geographical area. Innovative tools, SCOPE website and application, will provide effective research and analysis of documents in a new, standardized database. SCOPE tools allow quick searching of all available documents using keywords or phrases; classification of results according to geographical position/dates/types/historical impact; and graphical illustration of activities against the socialist/communist regimes through the defined period of time. The novelty of the project is the use of the ‘citizen science’ approach to acquire personal testimonies of cultural opposition movements during the communist period through SCOPE tools. An interactive part of SCOPE application will collect users’ feedback in order to analyze if the documents serve the purpose of awareness raising on the anti-communist past among EU citizens.
Violence in South Korean schools and the relevance of peace education
This thesis aims to explore and analyse the culture of violence which is, arguably, deeply embedded in South Korean schooling and to suggest how this can be re-directed towards a culture of peace through peace education. In order to achieve this goal, fieldwork was conducted for a year, employing \(critical\) \(ethnography\) and \(case\) \(studies\). Data gained from this fieldwork were analysed and discussed within the conceptual frameworks of \(Bourdieu’s\) \(symbolic\) \(violence\) and peace education theories – \(Hick’s\) \(defining\) \(peace\) in particular. 
 
This finding of this thesis fall into four parts: \(some\) \(selected\) \(cultural\) \(elements\) \(of\) \(everyday\) \(school\) \(life\); \(symbolized\) \(and\) \(institutionalized\) \(violence\); \(authoritative\) \(school\) \(management\) \(and\) \(increasingly\) \(atypical\) \(employment\); \(and\) \(how\) \(to\) \(change\) \(this\) \(culture\) \(of\) \(violence\) \(to\) \(peace\): \(possibilities\) \(of\) \(peace\) \(education\)? These findings are discussed in relation to theories to show the ways in which socio-historical backgrounds and ideologies (e.g. colonized false ideologies) are infused in South Korean schools fostering a culture of violence, and the extent to which peace education may be relevant for changing the status quo by changing individuals’ value bases, which, it is hoped, can bring changes to the wider society. Four themes are discussed: \(school\) \(habitus\), \(experienced\) \(as\) \(necessary\) \(in\) \(the\) \(field\); \(symbolic\) \(violence\) \(in\) \(classrooms\): \(misrecognizing\) \(the\) \(procedures\) \(of\) \(education\); \(and\) \(defining\) \(peace\) \(in\) \(classrooms\); \(pedagogical\) \(change\), \(the\) \(possible\) \(educative\) \(remedy\) \(of\) \(transforming\) \(individuals\) \(to\) \(contribute\) \(to\) \(a\) \(culture\) \(of\) \(peace\). 
 
Throughout the thesis, educational implications are elicited and subjected to scrutiny.
Crossing Borders: Time, Memory, and the Construction of Identity in Song of the Exile
This article analyzes the construction of memory in Ann Hui's Song of the Exile as it intersects with issues of cultural identity, national allegory, and women's autobiographies.