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Kjetil Børhaug

Declining adolescent political participation means that political education has become a pressing public and political issue. In response, much attention is being paid to the way in which political education offers meaningful reasons for individual political participation. Critical textbook analysis may help us understand how political education affects participation. To what extent do textbooks explicitly present justifications for political participation? What kinds of justification are offered? This article analyzes Norwegian social studies textbooks, and concludes that justifications of adolescent political participation are central. Justifications include the individual pursuit of preferences, individual duty in a "contract" with the state, and identities. However, these justifications are also questionable, for they are generally either individualistic or avoid real political movements.

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Memory Makers of the Great Patriotic War

Curator Agency and Visitor Participation in Soviet War Museums during Stalinism

Anne E. Hasselmann

of their dual responsibility as witnesses and chroniclers, the muzeishchiki felt that it was their duty to document the war. 4 This article examines how the muzeishchiki created exhibitions about the “Great Patriotic War” and presented them to

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Contested Citizenship

Public Schooling and Political Changes in Early Nineteenth Century Switzerland

Ingrid Brühwiler

religious and as owing certain inherited duties to society (that is, the church and the secular government). Some textbooks written in the 1840s also reference denominational affiliations and related conflicts that were developing during this period. The

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Jingyi Li

should show to their parents. It is also extended to the living, the dead, and remote ancestors. Relations between juniors and seniors Refers to the social duties that arise from one’s particular situation in relation to others. Each individual is

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Meglio di ieri

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

Anne Bruch

of “two sides of the same coin”. Figure 4 Is a citizen as free as a bird? In Diritti e doveri (“Rights and Obligations”), Crispolti stressed the fragile balance between individual liberties and collective duties. He explained the right to vote and

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The German Colonies in Die Weltgeschichte als Kolonialgeschichte

The Use of Filmic Techniques in Colonial Revisionism in the 1920s

Michael Annegarn-Gläß

Translator : Katherine Ebisch-Burton

’s predicament. It not only had to pay import and export duties, but also had to compete with colonies that had more favorable rates of taxation from their “mother” countries. These conditions made it impossible for the German economy to sell products and buy

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Writing Childhoods, Righting Memory

Intergenerational Remembrance in Post-communist Romania

Codruta Alina Pohrib

argument for introducing the optional course and associated textbook O istorie a comunismului din România (A history of communism in Romania). 42 Laden with emotional language, its preface configures the young generation’s duty to engage with a

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A Useless Subject?

Teaching Civic Education in Italy from the School Programs of 1958 to the Present Day

Paolo Bianchini and Maria Cristina Morandini

as the National Guidance , with certain cardinal principles of the neoliberal economy such as attention to health as one of the duties of the citizen. The official introduction of sex education, presented as an innovation for the Italian school

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Are “the Natives” Educable?

Dutch Schoolchildren Learn Ethical Colonial Policy (1890–1910)

Elisabeth Wesseling and Jacques Dane

diligence, cleanliness, honesty, vigor, sense of duty or communal commitment, which were considered prerequisites for attaining the “high ground” of Western civilization. 7 Although never officially repealed, the Ethical Policy petered out in the 1920s

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Introduction

Educational Films: A Historical Review of Media Innovation in Schools

Eckhardt Fuchs, Anne Bruch, and Michael Annegarn-Gläß

Translator : Nicola Watson

educational film. 21 When Italy withdrew from the League of Nations in December 1937, the International Educational Cinematographic Institute in Rome discontinued its work; its responsibilities and duties were assumed by the International Institute of