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ERIC Number: EJ956117
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0030-9230
The Discursive Construction and (Ab)uses of a "German Childhood" in Primers during the Time of National Socialism 1933-1945
Heinze, Carsten
Paedagogica Historica: International Journal of the History of Education, v48 n1 p169-183 2012
Recent studies on primers from the time of the Third Reich in Germany show surprisingly little evidence of ideologisation. In comparison with other textbooks, national socialist contents were found to be present to a very limited degree. Rather than presenting the ideology, the books encouraged identification of the children with the presented image of the "German child" and thus with their own "Volksgemeinschaft" (ethnic community). This paper will investigate the reasons and context for these findings. In addition, it will analyse the image of the "German child" presented to the children and the underlying concept of moratorium. Furthermore, this study will show the continuous and effective use of the concept of the child's "power of innocence" ("Macht der Unschuld", Doris Buhler-Niederberger) as well as the aestheticisation of violence as a basis for the discursive construction of the image of the "German child". (Contains 4 figures and 33 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany