For communities who have been the target of political violence, the after-effects can haunt what remains of their families, their communities, and the societies in which they live. Terrain of Memory tells the story of the Japanese Canadian elders who built a memorial in 1994 to mark a village in an isolated mountainous valley in British Columbia with their history of internment. It explores memory as a powerful collective cultural practice, following elders and locals as they worked together to transform a site of political violence into a space for remembrance. They transformed a valley where once over 7,000 women, men, and children were interned into a pilgrimage site where Japanese Canadians can mourn and also pay their respects to the wartime generation. This is a compelling story about how collectively excavating painful memories can contribute to building relations across social and intergenerational divides.
Introduction: The Drive to Do Research
1 A Necessary Crisis
2 Mapping the Spaces of Internment
3 The Chronotope of the (Im)memorial
4 Continuity and Change between Generations
5 Making Space for Other Memories in the Historical Landscape
6 In Memory of Others
Conclusion: Points of Departure
Notes
References
Index
Kirsten Emiko McAllister is an associate professor in the School of Communication at Simon Fraser University.
Terrain of Memory is a powerful contribution to cultural studies and memory work...employing an approach that scrutinizes with exacting honesty her moments of crisis, blockages, and breakthroughs, McAllister unfolds a scholarly activist praxis that is ethical, inventive, inimitable, and suffused with dramatic emotional struggle.
- Glenn Deer (University of Toronto Quarterly, Vol 81, No 3)
The novelty of the subject, distinctive methodological approach, engaging voice, and sophisticated analysis makes Terrain of Memory a worthwhile selection for public history classes seeking to model how to understand both past and present meanings of monuments and memorials, though the more analyti-cal sections may be more appropriate for advanced rather than introductory.
- Gail Dubrow (The Public Historian, Vol 34, No 4)