Genealogy

We are very pleased to publish this commemorative Special Issue, dedicated to the life and work of Peter J [...]

This article examines the evolution of heraldic memory and genealogical consciousness within the Czerny family from the Middle Ages to the 20th century. Focusing on this single lineage makes it possible to trace, in a longue durée perspective, how heraldic narratives emerged, were transformed, and became embedded in family identity. The study employs a mixed methodology combining historical and genealogical analysis of municipal and noble registers, heraldic artefacts, epitaphs, and family archives with critical interpretation of early modern panegyrics and oral traditions. This approach enables reconstruction of both material and symbolic aspects of heraldic memory and its adaptation to changing political and social contexts. The findings reveal three major patterns. First, in the 15th and 16th centuries, the Czerny (Szwarc/Czarny) family consolidated its noble status by linking the Nowina coat of arms to heroic myths, especially after the death of Mikołaj Czerny at Pskov. Second, in the 17th century, Michał Czerny introduced the “Szwarcenberg” element to the surname, signifying aspirations to aristocratic prestige rather than actual heraldic adoption. Third, these narratives persisted in epitaphs, literary texts, and oral tradition into the modern period. The case illustrates how heraldic memory operated as a dynamic instrument of symbolic self-legitimation among the Polish nobility.

This study examines the applicability of Critical Race Theory (CRT) beyond its U.S. American origins by analyzing the intersections of state, nation, race, and education in two distinct sociopolitical contexts: South Korea, and Iran. This manuscript explores how education functions as a genealogical site of power mediating relations among the state, nation, race/ethnicity, and social class in the construction and contestation of national identity. In South Korea, historical and contemporary student movements, from anti-colonial struggles and democratization to the Sewol Ferry protests, illustrate how education has served both as a means for producing normative citizens and as a site for cultivating democratic participants through civic resistance. In Iran, educational institutions intersect with gender, ethnicity, and political authority; within a tightly centralized system, CRT and intersectionality illuminate both possibilities and constraints of critical engagement. By situating these two cases within global debates on racialization, class inequality, and nationalism, this paper contributes to a comparative understanding of education as a contested arena where nations are imagined, challenged, and reconfigured. It contributes to scholarship at the intersection of race, class, and nationalism by offering insights into how the state structures and civic actors co-construct the politics of national identity through education in the 21st century while also highlighting the role of racial experiences in these processes.