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Pointing Fingers at the Media?

Coverage of the 2017 Bundestag Election

Alexander Beyer and Steven Weldon

have pointed a finger at the media, especially in the immediate aftermath of the election: “It’s the journalists’ fault!” declared the Frankfurter Allgemeine Zeitung. Stern took a more measured approach with a story about “Why the media is partly to

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Rachel Rosen and Sarah Crafter

costs” ( Hall 2015 ) of the “migration crisis” 1 hit home for the European public. The widespread circulation of his photograph by global media outlets also provoked reactions from state leaders, with David Cameron, then prime minister of the UK

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Mark C. J. Stoddart and Paula Graham

social-environmental interactions in coastal Newfoundland. First, how is the coastal environment defined by local tourism promoters and circulated to potential visitors through traditional and digital media? We answer this question by examining websites

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Challenging Substantive Knowledge in Educational Media

A Case Study of German History Textbooks

Lucas Frederik Garske

this article, I will argue that, when determining an appropriate relation between substantive and procedural knowledge in educational media, we have to consider the narrative structure as a learning environment and ask how learning subjects relate to it

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Mixed Message Media

Girls’ Voices and Civic Engagement in Student Journalism

Piotr S. Bobkowski and Genelle I. Belmas

Evidence accumulating at the intersection of girlhood studies and media studies suggests that it is developmentally beneficial for girls to engage in the creation of self-expressive media ( Blair et al. 2010 ; Kearney 2006 ; Moscowitz and

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Media Ecologies of Autonomous Automobility

Gendered and Racial Dimensions of Future Concept Cars

Julia M. Hildebrand and Mimi Sheller

nonmale or nonwhite drivers. 9 The system of automobility also deeply shaped racialized and gendered spaces of American cities. 10 Now, with the emergence of automated cars, the automobility system is set to become more connected with mobile media (as

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Marcus Otto

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.

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Tweens as Technofeminists

Exploring Girlhood Identity in Technology Camp

Jen England and Robert Cannella

technologies have proliferated. For example, Elizabeth Chamberlain and others (2015) have led the Digital Media Academy while Paula MacDowell (2015) has facilitated 101 Technology Fun, 1 and Kristine Blair and others have written extensively about their

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Dustin William Louie

The appearance of social media has enabled the recruitment of Indigenous 1 populations into sexual exploitation. As recently as the last decade, social media lacked substantial influence on recruitment, but today it is routinely employed by those