This article examines how working-class mothers influence their daughters' aspirations. Data was gathered from focus groups and interviews with twenty-one white and African American working-class girls and fifteen of their mothers from Southwestern Pennsylvania, United States. Research revealed that the mothers' advice is gendered, class-based, and racialized, and that it emphasizes the importance of caregiving, living near family, and financial independence and security. Qualitatively examining the messages related to work and family that working-class mothers relay to their daughters and how daughters take in these messages shows the contradictions that emerge when working-class mothers support aspiration formation.
How Mothers Influence Working-Class Girls’ Aspirations
The Algerian War, French Textbooks and How Violence Is Remembered
French history textbooks occupy a pivotal position in the colonial fracture. They impart difficult knowledge about the Algerian War of Independence, knowledge that impacts the relationships between the communities of memory in France today. Textbook analysis has focused on their verbal content and, recently, in the work of Jo McCormack, on corresponding teaching practices. This article highlights graphic design as one layer of visual knowledge production and primarily contributes to the methodology of textbook analysis with an exemplary multimodal analysis. It reveals a hidden narrative about the postcolonial relationship that is not expressed in words.
Discrepancies between Public Discourses and School History Textbooks from 1916 to 1936
This article investigates discrepancies between narratives of national independence in public discourses surrounding the First World War and narratives of loyalty in school textbooks in Queensland, Australia. Five textbooks commonly used in schools from 1916 to 1936 are analyzed in order to ascertain how the First World War was represented to pupils via the history curriculum. This article argues that, although public discourses were in a state of flux, and often viewed Australia as a country that was becoming increasingly independent of its colonial ruler Great Britain, textbooks that maintained a static view continued to look to Great Britain as a context in which to teach national history to school pupils.
ways. First, by narrating the struggle of the youth militias ( laskar pemuda ) and soldiers who fought the Japanese, British, and Dutch to secure Indonesia’s independence between 1945 and 1949, and, second, by glorifying military figures and historical
Raymond Nkwenti Fru and Johan Wassermann
minority identity crisis in the region that continues to dominate contemporary Cameroonian political discourse. 4 British and French occupation was the status quo up to the start of African decolonization in the 1950s, which resulted in the independence
in themselves by developing their confidence, responsibility, independence, flexibility, and productivity and, that as girls participate in the Girl Power discourse, which is reshaped by neoliberal force, they translate these values in the context of
for hard men” in the decades before the American Revolution, writes Caroline Cox, but that changed when the colonies began their long struggle for independence (6). Encouraged by the development of relatively lightweight weapons, by the increasing
Representations of the Spanish Civil War in Francoist History Textbooks of the 1960s
first on the Spanish War of Independence against France (1808–1813) and then on the events surrounding the Spanish Civil War. 34 The period between the end of the War of Independence and the proclamation of the Second Republic (1931) is not discussed
Dutch Schoolchildren Learn Ethical Colonial Policy (1890–1910)
Elisabeth Wesseling and Jacques Dane
limited forms of political participation. The Ethical Policy was designed to prepare the East Indies for eventual independence in the form of a federal association with the Netherlands whenever they would be deemed “ready” for it according to Dutch
Rethinking the Influence of Elena Fortún’s Celia
Ana Puchau de Lecea
behavioral limitations forced upon her by her superiors. Rigid timetabling and having to walk in line contradicts her desire for independence and her resistance to indoctrination is continually juxtaposed with what is expected of her. According to the