Since the publication in 1960 of Philippe Ariès’s foundational, if problematic, Centuries of Childhood, the history of childhood has developed into a rich and varied field. At the annual conference of the Western Society for French History in 2018, a call for panelists for a roundtable on the history of childhood expanded into two separate panels ranging from the medieval era through the thirty glorious postwar years. The panelists and the audience grappled with questions about the social construction of age, the ages of childhood, and the challenges of finding sources for a group that left few “ego documents.” Although children per se never exercised political or global power, attention to children clarifies how critical children were to political and international systems. Material generated by children themselves can be difficult to locate, but adults generated plenty of material about children. The intersectionality of the history of childhood with fields like labor history, urban history, the history of the welfare state, and the history of psychology parallels the intersectionality of children themselves, who come from every race, social class, and gender. All humans, it turns out, start out as children.
Uncovering the Politics of Playtime
E. P. Thompson and The Making of the English Working Class
This special issue on E. P. Thompson’s The Making of the English Working Class (1963) grew out of a symposium I organized at the University of Illinois, Urbana-Champaign in October 2013 to commemorate the fiftieth anniversary of the book’s publication. I am, on the face of it, one of the least likely modern British historians to be organizing such an event. I can remember the first time I held the weighty tome in my hands: I was a junior in college, in the fall of 1982, and it was on the syllabus for a course I was taking on Victorian Britain, taught by Jonathan Schneer at Yale University. As did many feminist and postcolonial historians of my generation, I struggled with what I saw as Thompson’s indifference to women and gender (oh, those deluded followers of Joanna Southcott!) and his incapacity to see the evidence of race and empire in his sources even when they cried out from below the footnote line for all to see.
Jean Elisabeth Pedersen
“What is a nation?” Ernest Renan’s famous rhetorical question to an audience at the Sorbonne on 11 March 1882 has remained vital for a wide variety of scholars in fields as diverse as history, literary criticism, sociology, philosophy, and political science. Renan initially posed the question barely ten years after the close of the Franco-Prussian War, which had sparked the establishment of the French Third Republic, the unification of Germany under the leadership of Wilhelm I, and the transfer of the disputed territory of Alsace-Lorraine from French to German control in the months between July 1870 and May 1871. Renan made no overt mention of these events while he was speaking, but he rejected any possible answer to his question that might attempt to base the creation of nations and national identities on shared “race, language, [economic] interests, religious affinity, geography, [or] military necessities.” This explicit refusal constituted an implicit rejection of the entire range of German justifications for the acquisition of the two recently French border provinces.
Eco-dystopias – Nature and the Dystopian Imagination
Rowland Hughes and Pat Wheeler
When, at the climax of Franklin J. Schaffner’s 1968 film Planet of the Apes, the astronaut Taylor (Charlton Heston) discovers the torch of the Statue of Liberty poking through the shifting sands of a postapocalyptic world, his horrified, despairing cry – ‘We finally really did it! You maniacs! You blew it up!’ – encapsulated the nuclear anxiety of dystopian fiction and film in the 1950s and 1960s. Thirty-five years later, that iconic image of Liberty’s torch engulfed by natural forces was knowingly echoed in both Steven Spielberg’s AI and Roland Emmerich’s The Day After Tomorrow, but in the first decade of the new millennium, the imagined apocalypse waiting to engulf the human race was not nuclear, but environmental: New York is swallowed by the rising waters of the Atlantic ocean, and frozen solid by the plunging temperatures of a new ice age. As these high-profile cinematic examples indicate, climate change has made its way towards the mainstream in recent years, on both the screen and the page, and has now eclipsed nuclear terror as the prime mover of the apocalyptic and dystopian imagination.
What Comes After Girl Power?
Marnina Gonick, Emma Renold, Jessica Ringrose, and Lisa Weems
With the current proliferation of images and narratives of girls and girlhood in popular culture, many ‘truths’ about girls circulate with certainty. Amongst the aims of this Special Issue is to examine critically these ‘confi dent characterizations’ (Trinh 1989), to trace the social conditions which produce these ‘truths’ along with the public fascination with girls and to analyze critically the eff ects of these ‘truths’ in the lives of young girls. Th e concepts of resistance and agency have been critical to the field of youth studies, sociology of education and school ethnographies (Hall and Jeff erson 1976; McRobbie 1978; Willis 1978) for conceptualizing the relationships between young people and their social worlds. Ground breaking scholarship by McRobbie (2000) challenges the gendered assumptions of political agency articulated in previous theories of subcultures developed in the 1970s and 80s. While feminist poststructuralist work in the 1990s has re-conceptualized agency in ways that are markedly diff erent to humanist notions of rational actors with free-will (Butler 2006; Davies 2000), feminist researchers have also shown the importance of a classed, raced and sexed analysis of agency. For example, scholarship by feminists of color have shown how girls of color challenge and defy dominant stereotypes of girlhood in culturally specifi c ways such as participating in spokenword contests, rap and hip hop, and ‘beauty contests’ (Hernandez and Rehman 2002; Gaunt 2006). In the changing social, economic, political and globalizing context of the new millennium, where ‘girl power’ has become a marketing tool and a branding (Klein 2000) of girlhood, it is important to look anew at the relations between girlhood, power, agency and resistance.
In this issue of Projections , Dan Flory examines issues of race in film from a singular angle. He is interested in understanding how disgust reactions, manifested by viewers in relation to characters and situations, are inflected by racial
compromis particulier (Vol. 33, No. 3, 24) MANAGAN, Kathe . “One Hand Washes the Other”: Social Capital and the Politics of Leisure in Guadeloupean Associations (Vol. 33, No. 3, 75) MARKER, Emily . Obscuring Race: Franco-African Conversations about
Boyhood Studies at 10
Diederik F. Janssen
and locating boys at this realm’s many intersections and interfaces, such as between and among gender, race/ethnicity, health/athleticism, identity, and institutional politics. Addressing diverse changing contexts, these contributions each offer
Who Embodies europe? Explorations into the Construction of european Bodies
Anika Keinz and Paweł Lewicki
hierarchies that conflate essentialised national representations with lifestyles, class, gender performances and race ( Lewicki 2016 ; Ryan 2010 ). These phenomena show that there is a ‘spectre of Orientalism’ ( Buchowski 2006 ; see also Melegh 2006 ) and
Zora Kostadinova and Chakad Ojani
along race in the field among the jihadi and Bosnian soldiers. What starts as a battle in solidarity begins to split through the good/bad Muslim dichotomy and that of Arab/European Muslim. Bosnians are uneasy about the overly conservative religious