nostalgia films. Perhaps most tellingly, these films, such as This is England (2006) and Son of Rambow (2007), although made in the 2000s, are set in a specific period in the recent past—the 1980s. This rapport between boyhood and the elegiac
1980s Boyhood in British Cinema, 2005–2010
Queer Girls’ Voices in the Liberation Era
Amanda H. Littauer
Drawing on letters and essays written by teenage girls in the 1970s and early 1980s, and building on my historical research on same-sex desiring girls and girlhoods in the postwar United States, I ask how teenage girls in the 1970s and early 1980s pursued answers to questions about their feelings, practices, and identities and expressed their subjectivities as young lesbian feminists. These young writers, I argue, recognized that they benefitted from more resources and role models than did earlier generations, but they objected to what they saw as adult lesbians’ ageism, caution, and neglect. In reaching out to sympathetic straight and lesbian public figures and publications, girls found new ways to combat the persistent isolation and oppression faced by youth whose autonomy remained severely restricted by familial, educational, and legal structures.
Marty McFly as a 1980s Teenage Boy Role Model
to films about teenage boys that were set and made in the 1980s, because, however incidentally, they offer role models for those of us who hope to raise slightly less overscheduled boys. (I confess to personal interest; I have two small sons.) When we
1980s, 1990s, and the Present Day
Béchir Oueslati, Marie McAndrew, and Denise Helly
This article examines the evolution of the representation of Islam and Muslim cultures in textbooks in Quebec. Results indicate signicant improvements in the new secondary school history textbooks, both quantitatively (for they contain more information about pillars, key concepts, and relations with Christianity and Judaism) and qualitatively (on account of their depth of coverage, fewer negative views than in the 1980s, and fewer factual errors than in the 1990s). The positive role played by Muslim scientists in preserving old knowledge and enriching is also recognized. However, textbooks still view Islam as a religion of submission, proscriptions, and forced conversion, failing to recognize the diversity within Islam and Muslim cultures.
Intergenerational Remembrance in Post-communist Romania
Codruta Alina Pohrib
1970s and 1980s, and Elev în Comunism , 6 which comprises first person narratives by teenagers imagining their lives as pupils in communist Romania. By looking at these artifacts, I aim to address several questions. How is childhood nostalgia
Brandt's Ostpolitik, the German-Polish History Textbook Commission, and Conservative Reaction
Prior to the late 1960s, German history textbooks lacked coverage of Poland and depicted Germany's eastern neighbor with negative images. The 1970s and 1980s, however, witnessed positive changes to the contents of German school textbooks—particularly with respect to their descriptions of Poland and German-Polish relations. How and why did Germany promote a more reflective view of history and correct negative descriptions of the Poles in German history textbooks between the 1970s and 1980s? This article addresses this question by focusing on the influence of Brandt's Ostpolitik and on the activities of the German-Polish History Textbook Commission. The article also shows how contemporary conservative reaction was not powerful enough to reverse these positive changes to German history textbooks.
In this article, I explore the dominant narratives about Islam in German history textbooks from the eighteenth century until the present day. I thereby deconstruct a longue durée script with a rather curious pattern. Until the 1980s, textbook narratives about Islam were rooted exclusively in people's historical imagination. Only when the children of Turkish workers entered the classroom did textbook authors try to accommodate knowledge based on real encounters. By addressing the di erent stages of this longue durée script, I enquire into the functions of narratives as they underpinned a German and European "we."
Lyn Mikel Brown
Lyn Mikel Brown gives an autobiographical account of her shift in focus from studying girls and theorizing girls and girlhood to working as an activist and advocate for and with girls. Specifically she describes the Maine-based nonprofit organization called Hardy Girls Healthy Women (www.hghw.org) that she founded in 2000. She situates her current praxis historically in the light of her groundbreaking work with Carol Gilligan at the Harvard Project on Women's Psychology and Girls' Development in the 1980s and early 1990s. This work did indeed put the "girls" into Girls' Studies.
Tracing the trajectory of the civic engagement movement
American colleges and universities have historically sought to promote an enlightened citizenry. In the early 1980s many felt that this civic purpose was in danger of being lost. What unfolded was a widespread educational reform movement aimed at reasserting the public and democratic purpose of American higher education. This article traces the trajectory of this movement and notes a significant emergent tension among movement members - the question of whether to seek broad-based legitimacy within the academy by aligning the efforts with disciplinary norms or to challenge the status quo and attempt to transform higher education and align its efforts with the pressing needs of America's democracy.
The Infernal Youth of the Cinematic Teenage Vampire
This paper takes a comparative look at the configuration of boyhood as shown in two periods of the vampire film: the teen-vamp explosion of the 1980s, which produced Joel Schumacher’s The Lost Boys, and recent representations in vampire romance such as Edward Cullen in Stephanie Meyer’s The Twilight Saga. In particular, it highlight the tensions between cultural constructions of boyhood and how the young male child himself conforms to, or opposes, ideological impositions. It also pinpoints the opportunities eventuated through the figure of the adolescent vampire as regards the construction of personal agency and self-determination.