violence. Instead, she chooses peace, love, logic, and reason as viable tactics to overcome her enemies. These tactics are particularly significant because they not only subvert the platitudinous stereotype about the Muslim community, especially Muslim men
Der Unterrichtsfilm als neues Lehrmedium im Nationalsozialismus
wiederkehrenden visuellen Stereotype, wie das vorgestellte Motiv der tätigen Hände. Sie sind mit gesellschaftlichen Idealbildern und Erziehungswerten verbunden und zeigen Kontinuitäten zu frühen Denkweisen. Daher können aber müssen diese nicht an sich in
Weaknesses in Corporate and Law Enforcement Responses to Cyberviolence against Girls
Suzanne Dunn, Julie S. Lalonde, and Jane Bailey
2015 ). When girls either assert their rights or express themselves outside the bounds of stereotypically white heterosexual femininity online ( Regan and Sweet 2015 ), their expression is often policed by other users ( Senft and Baym 2015 ; Steeves
A Critical Analysis of Media Representations of Gender, Youth, and MySpace.com in International News Discourses
This article raises issues related to the gendered representation in the print media, particularly English-language newspapers, of girls who use MySpace as foolish innocents who invite sexual predation. It examines the ways in which the stereotyped representation of girls and boys promotes the hegemonic discourses that construct girlhood as a time of helplessness and lack of control, and that blame the technology itself, in this case MySpace, for a multitude of cultural problems. Ultimately, these discourses portray MySpace as a dangerous place where adolescent girls flaunt sexuality, where sexual predators lurk, and where boys commit violence, thus creating and reinforcing a moral panic and extending stereotypes about girls and boys, and about technology.
French society is pluricultural and multireligious, and Islam is its second largest religion. For this reason, schools have to promote better understanding and greater tolerance among pupils. In this context, the history curriculum and history textbooks serve to de ne knowledge and historical memory. In this article, I will analyze the treatment of Islam and the Muslim world in a sample of French textbooks, and identify some of the bias and stereotypes they still convey. I will also explain how this depiction of Islam and the Muslim world has evolved over the last ten years.
Medical Discourse on Girls in Sweden c. 1880-1930
The sick girl was a popular stereotype in Swedish medical discourse around 1900. It was established by medical authorities at the time that a substantial number of Swedish girls suffered from various diseases and ailments. However, at the beginning of the twentieth century, at a time when the welfare state was gradually evolving in the Nordic countries, the scientific opinion of girls changed. The new girl was represented as healthy and active. This article examines the medical discourse on girls, and their activity and health in Sweden during circa 1880 to 1930. It reveals patterns of the medicalization of girls as well as categorizations and constructions of girlhood that corresponded with contemporaneous notions of gender. It reveals a recurring, if inconstant, problematization of girls' illness and lack of adequate physical activity. In this article I will show how the discussions about girls around 1900 share several similarities with current ones.
This article explores the development of girl characters in works for children and young adults during Perestroika. First, it examines established heroines from the Soviet era, such as Elli in Volkov's Volshebnik izumrudnogo goroda [The wizard of the emerald city], and then goes on to examine the depiction of female protagonists and characters in works written during the late 1980s and early 1990s. The conclusion is that although there was a clear demand for new heroines and a new role model for girls, writers did not succeed in providing strong, independent female characters with a sense of agency. Instead, the Soviet preference for male protagonists continued, with females often being portrayed stereotypically as weak and ineffectual.
The Elusiveness of Multiculturalism and Positive Recognition in Sri Lankan History Textbooks
This article analyzes the representation of Sri Lanka's communities in history textbooks that are currently in use. Even before the end of the war in 2009, the education system was recognized as an instrument with which the country's divided society could be rebuilt. The issues addressed in this article concern a period in which ambitious educational reforms are being implemented that envision textbooks as a tool for the creation of a new generation of citizens in a postwar society. It reveals that the general lack of recognition of minority communities, and the negative representations of the Tamil community in particular, that appear in these textbooks are not compatible with the proclaimed vision of a multicultural yet integrated society. Instead of fostering social cohesion, these textbooks may deepen ethnic divides and stereotypes, and therefore thwart reconciliation and long-term peace.
Local populations in Hungary, Poland, and Slovakia, and to a lesser degree in the Czech Republic, experienced much interaction with Muslims throughout the course of the sixteenth and seventeenth centuries, when the Ottomans, as well as the Crimean Tatars, invaded the Kingdom of Hungary and waged wars against the Polish-Lithuanian state and the Habsburg Hereditary Lands. The Ottoman era has usually been reflected in the history textbooks of these four countries under the headings "Turkish Wars" or "Ottoman Expansion." Since the collapse of the Iron Curtain in 1989, all four ex-communist states have been involved in rewriting textbooks, although the perception of the Ottomans and Muslims has not changed in all cases. Without claiming to map the entire historical presentation of the Ottomans, this article demonstrates the polyphony found in the textbooks of this region. By analyzing secondary school educational materials in all four languages, it is possible to identify stereotypes, prejudices, and distortions within the perception of the Ottoman Turks.
How a Girl Saved Camelot, and why it Matters
The Warner Brothers animated film Quest for Camelot (1998), which is set in the age of King Arthur, tells the story of Kayley, a brave, resolute, intelligent and peaceful teenage girl who rescues Camelot and is rewarded for her heroism by being made a Knight of the Round Table. The film presents viewers with a feminist hero, but does so without apology or self-congratulation. Kayley carves out a new space for girl heroes in mainstream film production in which a girl can become a hero without being weighed down by expectations of stereotyped gendered behavior and without virilizing herself by narrowly defining a hero as an aggressive warrior. She escapes the sexual pressures that complicate Buffy the Vampire Slayer's life and the submissive acceptance of the violent warrior ethic that defines Mulan. Kayley is an unusual girl hero who celebrates Girl Power as an uncommonly innocent and positive character.