This article analyzes how the fundamental challenge of decolonization has resonated in history textbooks published in France since the 1960s. It therefore contextualizes textbook knowledge within different areas of society and focuses on predominant discourses that influenced history textbooks' (post)colonial representations in the period examined. These discourses encompass the crisis of Western civilization, modernization, republican integration, and the postcolonial politics of memory. The author argues that history textbooks have thus become media, as well as objects of an emerging postcolonial politics of memory that involves intense conflicts over immigration and national identity and challenges France's (post)colonial legacy in general.
After presenting a brief summary of the events leading up to the German Autumn, this article offers a close analysis of media responses in major German newspapers and magazines in the months following these violent and confusing political developments. It compares these responses to reports in January 1980, where the events of the late 1970s serve as a catalyst for fears of global change. Media articulate these fears about the stability and identity of the West German nation state in increasingly vague and generalized terms and relate them to a global situation that is "out of control." The discussions in this article suggest that these expressed fears reveal tensions, interruptions, and gaps in the conservative fantasy of the secure and prosperous Western nation state.
Representations of Israeli Combat Soldiers in the Media
Zipi Israeli and Elisheva Rosman-Stollman
In this article we examine the representation of combat soldiers in Israel through their media image. Using two major national Israeli newspapers, we follow the presentation of the Israeli combat soldier over three decades. Our findings indicate that the combat soldier begins as a hegemonic masculine figure in the 1980s, shifts to a more vulnerable, frightened child in the 1990s, and attains a more complex framing in the 2000s. While this most recent representation returns to a hegemonic masculine one, it includes additional, 'softer' components. We find that the transformation in the image of the Israeli soldier reflects changes within Israeli society in general during the period covered and is also indicative of global changes in masculinity to a certain extent. We conclude by analyzing two possible explanations: the perception of the threat and changes in the perception of masculine identity.
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.
Media Arts on Wheels
Gisela Domschke and Lucas Bambozzi
Labmovel/Mobile Lab is a joint initiative developed in Amsterdam by the Netherlands Media Art Institute (NIMk) and in Brazil by Vivo arte.mov, an International Mobile Media Art Festival, with the support of Telefonica’s Program of Art and Technology (BR) and Th e Mondriaan Foundation (NL). It consists of specially designed street vehicles equipped with features of digital media developed in the cities of Amsterdam and São Paulo. In 2012, artists from both countries submitted residency proposals that integrated the development of art projects, workshops, and cultural events as the Mobile Labs went on tour in the Netherlands and Brazil.
A Case Study of German History Textbooks
Lucas Frederik Garske
Many scholars working on history education have stressed that, in order to “do history,” a congruent relation between substantive and procedural knowledge is required. In response to this argument, this article emphasizes the need to consider pupils’ relations to substantive knowledge. With reference to history textbooks currently used in Germany, it demonstrates how the introduction of substantive knowledge with the help of the logic of “historical thinking” derived from expert discourses may obstruct the process of historical thinking. Finally, the article presents alternative approaches and their possible consequences for history education.
Eckhardt Fuchs and Marcus Otto
Cultures of remembrance or memory cultures have constituted an interdisciplinary field of research since the 1990s. While this field has achieved a high level of internal differentiation, it generally views its remit as one that encompasses “all imaginable forms of conscious remembrance of historical events, personalities, and processes.” In contrast to this comprehensive and therefore rather vague definition of “culture of remembrance” or “memory culture”, we use the term “politics of memory” here and in what follows in a more specific sense, in order to emphasize “the moment at which the past is made functional use of in the service of present-day purposes, to the end of shaping an identity founded in history.” Viewing the issue in terms of discourse analysis, we may progress directly from this definition to identify and investigate politics of memory as a discourse of strategic resignifications of the past as formulated in history and implemented in light of contemporary identity politics. While the nation-state remains a central point of reference for the politics of memory, the field is by no means limited to official forms of the engagement of states with their past. In other words, it does not relate exclusively to the official character of a state’s policy on history. Instead, it also encompasses the strategic politics of memory and identity pursued by other stakeholders in a society, a politics that frequently, but not always, engages explicitly with state-generated and state-sanctioned memory politics. Thus, the politics of memory is currently unfolding as a discourse of ongoing, highly charged debate surrounding collective self-descriptions in modern, “culturally” multilayered, and heterogeneous societies, where self-descriptions draw on historical developments and events that are subject to conflict.
Social Media from Modiano to Zola and Proust
In this article, Patrick Modiano’s 2014 Nobel Prize acceptance speech serves as a springboard to consider the lieu commun that “disruptive technology” is killing both literature and the contemporary press. Modiano’s depiction of himself as part of an “intermediate generation,” trapped between the intense focus of great nineteenth-century novelists and the many distractions of contemporary writers, cleverly invoked millennial anxieties related to new technology in order to establish his own place within literary history.
Substitute Sons and Damsels in Distress
Jeffery P. Dennis
Three recent mass media texts are analyzed in which the object of rescue for a male hero is a teenage boy rather than the traditional damsel in distress. These rescues and their aftermaths display considerable slippage between custodial and romantic conventions, blurring the image of the hero as father and the hero as lover. It is argued that their function is to evoke the possibility of same-sex desire while safely pretending that same-sex desire does not exist.