Memory, Forgetfulness, and Multidimensional Acts of Resistance
Bibliographic record
Abstract
In this dialogic intervention, we discuss the multiple dimensions of forgetting in Italian history and historiography through both temporal and geographical lenses. To do so, we begin by exploring issues of memory and "strategic” forgetfulness (Del Boca Citation2002; Favero Citation2010), arguing that forgetting is not merely a neutral and passive act, but rather a generative process embedded within dynamics of race, gender, class, and space. Starting with the temporal dimension, we discuss Charles Mills’s concept of “white ignorance” (2007), which underlines the ways “collective memory” has been used and manipulated to forge racialized national identities and to selectively forget the colonial past and (by extension) the war crimes committed by Europeans during the colonial invasion of Africa. Within this framework, ignorance, rather than representing absence, serves an ideological function and is used to create oblivion through selective forms of cultural remembrance. In the case of Italy, certain stories of Italian colonial and racial violence (as well as anticolonial and antiracist resistance) have been excluded from the domain of mainstream knowledge production, resulting in the perpetuation and transmission of dominant master narratives based on white, Eurocentric, and colonial ideas of “knowledge.” We also analyze memory and forgetting from a geographical perspective, considering the ways memory and forgetting become embedded in physical places such as monuments, street names, and spatial arrangements. Additionally, the production of historical amnesia functions through the active forgetting of the deep and layered connections that link Italy to the broader global circuits of colonial racial capitalism, as well as transnational resistance. This conversation encourages the exploration of alternative ways of knowing within an epistemological framework of resistance and will promote the use of memories and “subjugated knowledges” (Foucault, Citation1980) as powerful multidimensional counternarratives for challenging crystallized and selective notions of hegemonic historical memory.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".