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This paper examines the ways in which instructional films, television shows, and television commercials both depicted and sought to construct the experience of American boyhood in the decades immediately following World War II. During the Cold War, many American adults feared that boys lacked the “masculine” qualities required by future defenders of the United States. Believing that boys needed additional instruction in appropriate gender behavior, educators turned to a new film genre: the classroom instructional film. Films in this genre emphasized the importance of patriotism, respect for order and authority, and the need for emotional and physical discipline in American males. Television shows and toy commercials also encouraged boys to envision themselves as future soldiers and defenders of freedom.

The Cold War had a variety of impacts on Swiss schools. This article focuses on how schools, and especially their history curricula, became the vehicle with which to launch a “National Spiritual Defense“ (Geistige Landesverteidigung) against Communism. During the Cold War era, especially in the 1950s and 1960s, teachers' journals and textbooks analyses revealed tendencies connected to a heroic, teleological master narrative of Switzerland's national history. The “cultural memory“ (Assmann) was seemingly designed to strengthen the “Swiss spirit.“ It also provided patterns from which to explain the ongoing Cold War conflict. In the 1970s, educators and politicians assigned the schools the new task of assisting in national military defense efforts.

Turkey’s relationship with Israel has been mixed since the establishment of the State of Israel in 1948. Although Turkey was one of the first Muslim countries to recognize and initiate diplomatic relations with Israel soon after, improving bilateral relations never became a priority. During the Cold War years, the two main determinants of Turkish-Israeli relations were their status as pro-Western countries in the region and the Arab-Israel conflict, which directly and indirectly influenced Turkish foreign policy toward Israel. Efforts to improve relations during the Cold War were constantly interrupted by the Arab-Israel conflict and by Turkish public opinion regarding Israel’s regional policies. Until the restoration of full diplomatic relations at the ambassadorial level following the 1992 Madrid Conference, secret diplomacy between the two countries was the norm. Attempts at forming a Turkish-Israeli alignment were short-lived during these years.

This article investigates the Cold War entanglements of the concept of “creativity” with the US military. The field of creativity studies came about after World War II, and the military was a vital site for the production of knowledge about creative thinking. Creativity emerged on the geopolitical radar, in terms of the acquisition of creative thinking skills, attempts to “think the unthinkable” (atomic futures), and the detection of creative citizens. Creative, divergent thinking garnered a renewed urgency with the Sputnik shock, which showcased that conformist practices in knowledge production would not put an American on the moon. Between 1945 and 1965, the concept of creativity—as something to be defined, measured, and stimulated—was framed as a matter of national security and an object of geopolitical concern. This ensuing traffic in knowledge between Cold War academic and military contexts has been constitutive of present-day understandings of creative, undisciplined thought.

This article presents a comparative analysis of pupils’ activities dealing with the Cold War in Swedish and Australian history textbooks. By focusing on textbook activities to which pupils respond in relation to their learning of a particular topic, this study identifies knowledge types included in a selection of history textbooks. The study also focuses on the question whether, and if so how, social values are evident in activities concerning the Cold War. The authors develop a matrix that makes it possible to examine knowledge types and social values conveyed by activities. By analyzing textbook activities, this article exposes the hidden curriculum present in the textbooks on the basis of underlying and unstated values present in the activities, and at the same time identifies the way in which the selected textbooks incorporate these values.

This article examines Ulrich Horstmann's science fiction radio play Die Bunkermann-Kassette (The Bunker Man Cassette, 1979), in which the author frames fears and anxieties surrounding a potential nuclear conflict during the Cold War as apocalyptic self-annihilation of the human race. Radio, especially radio drama, had a unique role in capturing the historical imaginaries and traumatic experiences surrounding this non-event. Horstmann's radio drama and the titular cassette tape become sound artifacts that speak to the technological contexts of their time, while their acoustic content carries the past sounds into the present. In the world of the play, these artifacts are presented in a museum of the future, which uses the possibilities of science fictional imagination and speculation to create prosthetic memories of the Cold War. The article suggests that these memories are cyborg memories, because the listener is a fully integrated component of radio technology that makes these memories and recollections of imagined events possible in the first place.

This article discusses contemporary western representations of the former Cold War geopolitical "other," Eastern Europe, conveyed by illustrations in contemporary American world regional geography textbooks. I would like to explore certain geopolitical biases in the pictures' general messages, such as tendencies to highlight the transitional, problematic, and marginal at the expense of the essential and centripetal characteristics and landscapes. Images of Eastern Europe tend to marginalize it from the rest of Europe by minimizing visual references to its physical landscape and its role in European history; overemphasizing local problems connotes the need for the supranational assistance of the expanding European Union. Overall, this article attempts to reveal various Cold War legacies and "marginalizing" tendencies in visual representations of Eastern Europe, thus contributing to the visual and popular cultural turns in geography and geopolitical studies.