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Introduction: World Knowledge and Non-European Space

Nineteenth Century Geography Textbooks and Children’s Books

Andreas Weiß

Men and Empire: A Geography of Adventure (London: Routledge, 1997). 11 Stereotypes in nineteenth-century German youth literature are dealt with by Gina Weinkauff, ed., Ent-Fernungen: Fremdwahrnehmung und Kulturtransfer in der deutschsprachigen Kinder

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Catalin Brylla and Mette Kramer

related but not interchangeable. Another example is the use of social stereotypes—a common contextual coefficient in documentary production and reception. This particular coefficient may or may not lead to the social impact of prejudice toward and

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Esilda Luku

stereotypical image of concentration camp prisoners. These include a photograph showing the deportation of Polish Jews, a mass grave, a prisoner, a barracks, and the entrance to Auschwitz. History 8 features three pictures with reference to the Holocaust in a

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Andreas Baranowski and Heiko Hecht

stereotypes of people ( Thomas and Johnston 1981 ) and experiences ( Bordwell 1985 ) to let viewers form simplified representations of the portrayed events. Thus, simplifications are deliberately used by moviemakers, either to help the audience comprehend a

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Meglio di ieri

Educational Films, National Identity and Citizenship in Italy from 1948 to 1968

Anne Bruch

stereotype that lasted until the late 1980s and consisted in the idea that Italy was an economically efficient industrial nation, made up of industrious and modest men who only cared for their own families and their Italian fatherland. Figure 1 Yesterday: War

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Girls’ Work in a Rural Intercultural Setting

Formative Experiences and Identity in Peasant Childhood

Ana Padawer

carried and had also learned how her father used a homemade tool (“he uses this to measure”) to align the furrows. Far from the stereotypical images of children engaged in child labor, the Estrella children climbed trees, picked fruit and vegetables that

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Mercedes González de la Rocha and Agustín Escobar Latapí

.” Children’s regular school attendance has become the best way to secure an income in the present (through cash transfers) and, at the same time, higher school achievements as a tool for the future. Paradoxically, women’s disadvantages—associated with gender-stereotyped

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Gargi Gangopadhyay

“crossbred” society strengthened the colonial framework, it also simultaneously generated nationalist stereotypes for children. Ashis Nandy notes how, during the colonial period, childhood became a “battleground,” an arena for the tug-of-war between “the

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“I’m No Donna Reed”

Postfeminist Rhetoric in Christian At-Home Daughterhood Texts

Elizabeth Shively

daughters’ primary role at home; in fact she jokes, “I’m no Donna Reed” when it comes to her own homemaking. The joking reference to Reed, whose American television show is synonymous with the saccharine, selfless, 1950s housewife stereotype, suggests that

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Barbara Roche Rico

[seem to be] unrelated to ethnic preferences or out-group stereotype responses,” even if some of the girls see themselves as being a part of an in-group of residents (2004: 229). The situation changes, however, after an adult intervenes: a parent, who