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Descriptors:
Foreign Countries; Propaganda; Visual Aids; Citizenship Education; Political Socialization; Educational History; Latin American History; Social Change; Social Integration; Innovation; Latin American Culture; Comparative Analysis; Social Systems

Abstract:
The first two Peronist governments (1946-1955) introduced extensive social reforms that notably improved working conditions and systematised vocational training. Thereby the foundations of the Argentine welfare state were laid and the working masses were socially included to an unprecedented degree: thus, they also constituted the majority of Peron's supporters. These reforms were accompanied and buttressed by a purportedly equally innovative set of symbols, in the form of mostly graphic propaganda on leaflets or advertising posters, intended to disseminate political ideas and educate the Argentine population. Apart from economic implications like fostering industrial progress, the centring of the regime around the figure of the worker, which for the first time appeared within the self-representation of the state, also brought about a redefinition of the notion of citizenship. In conceiving of the Peronist visual propaganda as a means of state-driven education of the Argentine population and thereby taking it up in the realm of educationalist research, this article first focuses on the appropriations and reformulations of local discursive and iconographic traditions within the Peronist propaganda, despite the self-proclaimed novelty of the regime and its visual representations. Second, by comparing it to the propagandistic production of other corporatist welfare regimes of the interwar period, it elaborates the national specificity, as well as transnational entanglements in the staging of welfare policies and the visualisation of the redefined relationship between state and citizens. (Contains 59 footnotes and 13 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Films; Propaganda; War; Foreign Countries; Politics; Armed Forces; Military Personnel; Veterans; Alienation; Crime; Mental Disorders; History

Abstract:
This article examines 50 films produced and released between the years 2001 and 2012 that are concerned with the American wars in Iraq and Afghanistan. Using Jacques Ellul's theories set out in his book "Propaganda," the article argues that while the films have failed at the box office, they were intended to function as integration propaganda. The article proposes six different tropes or common frames for understanding how the films avoid dealing with problems raised by the wars. Why the films failed, and what functioned as integration propaganda instead, is the subject for a second article titled "Eyeless in America, the Sequel." (Contains 12 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Films; Propaganda; War; Foreign Countries; Failure

Abstract:
This article builds on conclusions drawn in the article "Eyeless in America," by the same author and considers how 50 American films about the wars in Iraq and Afghanistan intended to function as what Jacques Ellul called "integration propaganda" fared. This article considers and rejects a number of theories about why most feature war films failed between 2002 and 2012 and proposes what war films might look like in the near future. (Contains 1 figure and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Propaganda; Ethics; Allied Health Personnel; Psychology; Sociology; Research; Intervention; Brain; Anxiety; Organizations (Groups); Problem Solving; Critical Thinking; Risk; Social Change

Abstract:
This article draws on Ellul's analysis of propaganda in understanding propaganda in the helping professions. Key in such an analysis is the interweaving of the psychological and sociological. Contrary to the discourse in mission statements of professional organizations and their codes of ethics calling for informed consent, competence of professionals and taking advantage of research findings, in everyday practice we find a variety of avoidable lapses, including decontextualized problem framing, bogus claims concerning risks, accuracy of assessment measures, and effectiveness of interventions. Perhaps most troubling is obscuring the causes of human problems, for example, framing problems-in-living such as anxiety, alienation, and loneliness that result from living in a technological society as brain disorders, so mystifying the causes of distress. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Propaganda; Peer Groups; Municipalities; Mass Media Effects; Public Opinion; Western Civilization; Behavior; Television Viewing; Attention Deficit Disorders; Children; Social Studies

Abstract:
Propaganda in all its forms is the culture of a mass society. The media transmits propaganda to form public opinion and recreate the human being. Reversing the Western ideal of a rational and free individual, the media creates a childish conformist ensconced in the peer group, who acts unconsciously.

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Descriptors:
Rhetoric; Democracy; War; Politics of Education; United States History; Global Approach; Essays; Aesthetics; Intellectual History; Social Change; Historical Interpretation; Ideology; Political Attitudes; Propaganda; Dissent

Abstract:
We are still coming to terms with the legacy of Randolph Bourne. Although he died at the age of 32 just as the United States was cheerfully entering the First World War under the banner of "democracy," the words he penned in an unfinished essay still resonate in the American social conscience: "War is the Health of the State." This maxim, once thought the exclusive property of leftist radicals, now can be heard echoing from every political corner of the blogosphere as progressives and libertarians alike find cause to question the motives of governmental power. Yet despite his reappearance as a symbol, Bourne in many ways remains as forgotten as ever--perhaps even more so as his once provocative claim has been transformed into a talking point. This essay endeavors to recapture the voice of Bourne in all its complexity, seeking to place him at the forefront of the contemporary American intellectual tradition as one of its most piercing critics, most visionary poets, and most eloquent rhetors. Specifically, we show how Bourne's critique of the "State" foresaw the rise of the technological society organized by ideological propaganda, how his vision of the Beloved Community anticipated our modern ideals of global transnationalism, and how his literary essays practiced a form of aesthetic rhetoric which employed dramatistic methods to bring about a new state of expanded social consciousness. (Contains 113 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Modern History; Textbooks; Racial Segregation; Educational History; Racial Relations; Historians; History Instruction; International Education; Bias; Propaganda; Traditionalism; Social Attitudes; Values; Role of Education; Political Attitudes; Educational Philosophy; Educational Principles; Ideology; Nationalism; Curriculum; Case Studies; Conflict; United States History; Historical Interpretation; Asian History; European History; Latin American History; Historiography; World History; African Culture; Politics of Education; Educational Policy; Policy Analysis

Abstract:
The book is entitled History Wars in the Classroom: Global Perspectives and examines how ten separate countries have experienced debates and disputes over the contested nature of the subject, for example the "Black Armband" and "Whitewash" factions in Australia who adopt opposingly celebratory or denigratory views of Australian history, especially when evaluating episodes of poor racial relations. There are also tensions between traditional/patriotic views of history teaching and reformed or "new" history. There are issues of political control of the curriculum and parallel issues of who writes it (very topical in England at the moment over two expat "big picture" historians who work at Harvard and Columbia (Niall Ferguson and Simon Schama)). Contents of this book include: (1) Legacies, Ruptures and Inertias: History in the Argentine School System, Maria Paula Gonzalez; (2) Under Siege from Right and Left: A Tale of the Australian School History Wars, Tony Taylor; (3) "We Were Allowed to Disagree, Because We Couldn't Agree on Anything": Seventeen Voices in Canadian Debates over History Education, Ruth Sandwell. (4) Controversiality and Consciousness: Contemporary History Education in Germany, Sylvia Semmet; (5) Denial in the Classroom: Political Origins of the Japanese Textbook Controversy, Tony Taylor; (6) "Little Is Taught or Learned in Schools": Debates over the Place of History in the New Zealand School Curriculum, Mark Sheehan; (7) Transforming Images of Nation-Building: Ideology and Nationalism in History School Textbooks in Putin's Russia, 2001-2010, Joseph Zajda; (8) Dealing with a Reign of Virtue: The Post-Apartheid South African School History Curriculum, Rob Sieborger; (9) The History Working Group and Beyond: A Case Study in the UK's History Quarrels, Robert Guyver; and (10) Wars and Rumors of War: The Rhetoric and Reality of History Education in the United States, Keith Barton. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Integrated Curriculum; Social Problems; Critical Theory; Propaganda; Multicultural Education; Global Education; Academic Freedom; Economics Education; Interdisciplinary Approach; Annotated Bibliographies; Teacher Education; Undergraduate Study; Graduate Study; Educational Research; Models; Guidelines; Educational History; Textbooks; Reflection; Civil Rights; Sustainable Development; Economics; Science and Society; English Instruction; Death; Progressive Education; Citizenship Education; Science Instruction

Abstract:
Educating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, is comprised of critical essays accompanied by annotated bibliographies on a host of programs, models, strategies and concerns vis-a-vis teaching and learning about social issues facing society. The primary goal of the book is to provide undergraduate and graduate students in the field of education, professors of education, and teachers with a valuable resource as they engage in research and practice in relation to teaching about social issues. In the introductory essays, authors present an overview of their respective topics (e.g., The Hunt/Metcalf Model, Science/Technology/Science, Genocide Education). In doing so, they address, among other concerns, the following: key theories, goals, objectives, and the research base. Many also provide a set of recommendations for adapting and/or strengthening a particular model, program or the study of a specific social issue. In the annotated bibliographies accompanying the essays, authors include those works that are considered classics and foundational. They also include research- and practice-oriented articles. Due to space constraints, the annotated bibliographies generally offer a mere sampling of what is available on each approach, program, model, or concern. The book is composed of twenty two chapters and addresses an eclectic array of topics, including but not limited to the following: the history of teaching and learning about social issues; George S. Counts and social issues; propaganda analysis; Harold Rugg's textbook program; Hunt and Metcalf's Reflective Thinking and Social Understanding Model; Donald Oliver, James Shaver and Fred Newmann's Public Issues Model; Massialas and Cox' Inquiry Model; the Engle/Ochoa Decisionmaking Model; human rights education; Holocaust education; education for sustainability; economic education; global education; multicultural education; James Beane's middle level education integrated curriculum model; Science Technology Society (STS); addressing social issues in the English classroom; genocide education; interdisciplinary approaches to incorporating social issues into the curriculum; critical pedagogy; academic freedom; and teacher education. Contents of this book include: (1) The History of Teaching and Learning About Social Issues: An Overview (Samuel Totten and Thomas Fallace); (2) John Dewey and Teaching and Learning About Social Issues (Samuel Totten and Jon E. Pedersen); (3) George S. Counts and Social Issues (Gerald Gutek); (4) Propaganda Analysis: Its Background and Prospects (O. L. Davis, Jr. and Vanessa M. Sikes); (5) Harold Rugg and Educating About Social Issues (Ronald W. Evans); (6) The Hunt and Metcalf Model of Reflective Study of Social Problems (William R. Fernekes); (7) Oliver, Shaver, and Newmann's Public Issues Model: Promoting Productive Civic Discussions (Mary Beth Henning and Teresa Kruger); (8) Massialas and Cox: The Reflective Inquiry Model (Barbara Slater Stern); (9) The Engle/Ochoa Decision-Making Model (Mark A. Previte and Samuel Totten); (10) Human Rights Education (Felisa Tibbitts and Samuel Totten); (11) Holocaust Education (Samuel Totten); (12) Sustainability Education (Mindy Spearman); (13) Teaching and Learning Economics in the Schools (Jack Zevin); (14) Global Education and Issues-Centered Education (William Gaudelli and Scott Wylie); (15) Multicultural Education (Valerie Ooka Pang, Yuji Shimogori, Rachel Stein, Francisco Garcia, Mariana Gomez, and Amanda Matas); (16) James Beane's Integrative Curriculum Approach to Engaging Students in a Study of Social Issues and Community Service (Jon E. Pedersen); (17) Science, Technology, Society, and Socioscientific Issues: The Evolution of a Social Issues Approach to Teaching Science (Jon E. Pedersen and Troy D. Sadler); (18) Addressing Social Issues in the English Classroom (Samuel Totten); (19) Genocide Education (Samuel Totten); (20) Interdisciplinary Approaches to Incorporating Social Issues into the Curriculum (Lara Willox and Jeff Passe); (21) Critical Theory and the Teaching of Social Issues (Karen L. Riley); (22) Issues of Academic Freedom (Jack L. Nelson); and (23) Teacher Education and the Teaching of Social Issues (Elizabeth Yeager Washington, Emma K. Humphries, and Tim Huth). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Propaganda; Social Action; Land Acquisition; Cooperation; Participation; Adult Education; Periodicals; Content Analysis; Grounded Theory; Hidden Curriculum

Abstract:
The Landless Workers' Movement (MST) is recognized as Brazil's most successful social movement. Although its goal is agrarian reform, the MST has been the subject of significant educational scholarship due to the emphasis it places on education reform, and formal and informal education. The MST's pedagogy has been extensively analysed. However, what remains remarkable about the MST is the on-going participation of its members after they achieve their immediate goal of land allocation. This article presents findings from a content analysis of 25 years of the movement's journal--the "Jornal Sem Terra" (JST). Although the usage of media within movements has received considerable attention, the majority of this scholarship focuses on external media. This article explores implicit pedagogical usage of the JST. Specifically, grounded theory is used to analyse how the MST pedagogically advocates on-going participation in collective relations through its usage of the Portuguese term "formacao", whose meaning is nuanced, but can be summarily understood as training or development. Through a content-analysis of the JST, three key themes on cooperation as on-going participation are illustrated, documenting how "formacao"--as a pedagogical imperative for new cooperative social structures--is part of the struggle Gramsci terms the "war of position". (Contains 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grounded Theory; Constructivism (Learning); Muslims; Terrorism; Textbooks; Culturally Relevant Education; Social Studies; Content Analysis; Student Attitudes; Teaching Methods; Islam; Propaganda

Abstract:
This study analyzes the reporting of the September 11th terrorist attacks in social studies textbooks from a Muslim perspective and reports on findings from a study of the responses of American Muslim children to the treatment of the events of September 11th in social studies textbooks. Constructivist grounded theory was used to centralize the participant's perspective in the readings of social studies textbooks leading to emergent themes that developed into a theoretical framework about basic social processes within the reading. Propaganda-making is suggested here as a theoretical conceptualization of the processes undertaken by textbook authors, and the category "Muslim reactions" is suggested as a typology of Muslim responses to these characterizations. Exploring how readers engage with the text and how the text engages with the reader in the construction of knowledge, the framework developed in the study can be used to inform a culturally relevant pedagogy and curricula in the teaching of 9/11 in social studies classrooms. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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