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Hegemonic masculinity revisited. The analysis unfolds an analytical perspective on affect and intensity based on the conceptualisations of Brian Massumi. It is argued that the analytical conceptualisation of affect, intensity, capacitation and potential offers new analytical and critical perspectives to the analysis of subjectification and intersectionality. The argument is unfolded through an analytical example on the construction of hegemonic masculinity within the lived life of schooling.

This book presents new developments in Scandinavian memory cultures related to World War II and the Holocaust by combining this focus with the perspective of history didactics. The theoretical framework of historical consciousness offers an approach linking individual and collective uses and re-uses of the past to the question how history can and should be taught. It also offers some examples of good practice in this field. The book promotes a teaching practice which, in taking the social constructivist notions of historical consciousness as a starting point, can contribute to self-reflecting and critical thinking - being fundamental for any democratic political culture.

I dette nummer er følgnde bøger blevet anmeldt: Iben Jensen: Jobsamtaler med etniske minoriteter. Roskilde Universitetsforlag, 2011. Harriet Bjerrum Nielsen: Skoletid. Piger og drenge fra 1. til 9. klasse. Akademisk Forlag, 2011. Ane H. Kirk, Katrine Scott, Karoline Siemen & Anne Wind (red.): Åbne og lukkede døre. En antologi om køn i pædagogik. Frydenlund, 2010. Susanne V. Knudsen: Køn i kulturen. Frydenlund, 2011.

The collapse of the Iron Curtain, the renationalization of eastern Europe, and the simultaneous eastward expansion of the European Union have all impacted the way the past is remembered in today's eastern Europe. At the same time, in recent years, the Europeanization of Holocaust memory and a growing sense of the need to stage a more "self-critical" memory has significantly changed the way in which western Europe commemorates and memorializes the past. The increasing dissatisfaction among scholars with the blanket, undifferentiated use of the term "collective memory" is evolving in new directions. This volume brings the tension into focus while addressing the state of memory theory itself