Suchergebnisse

The symbolic power of the state centrally depends on managing the relationship between media and politics. At the centre of this process is the operation of propaganda. Propaganda aims to shift public perceptions of or obscure the relations of ruling. By focussing on sociological processes, myths can be dispelled about propaganda as a smoothly-oiled machine that functions through carefully calibrated ends-means deliberations. Instead, propaganda is socially shaped by informal as well as formal relations of individuals and institutions.

Hendershot considers the relationship between propaganda as art and its audience.

Only with effort can the camera be forced to lie: basically it is an honest medium. And contemporary vision, the new life, is based on an honest approach to all problems, be they morals or art. False fronts to buildings, false standards in morals, subterfuges and mummery of all kinds, must be, will be scrapped.

"A troubling development of the brutal century recently passed has been the growing use of children for war. World War I became the first "total war" of modern times. To engage in war on immense scale authorities believed everyone must participate. That included children. Relentless campaigns of propaganda in both world wars focused special attention on kids. The immense scope of total war grew to dominate children's lives, their daily existence militarized by a world preoccupied by conflict. But we have often ignored wartime contributions of children. What were they expected to do? How were they persuaded to do it? How did it contribute to the war? In what ways did it affect their lives? What did they think about that? This history attempts to respond by examining activities of home-front children in the United States during both world wars. The revised edition considers recent research to extend a discussion of children's experiences in war. It includes an examination of comic books, considers fitness standards, and expands a discussion of Boy Scouts and other groups for children. It also moves the work beyond the United States to consider activities of children in twenty-first century wars, as observers and, tragically, as participants. The fully referenced text should be of interest to students of war and childhood. But it is also written for a general audience interested in how children respond to war. Many Americans experienced war as children, and many others have parents who did. This book is also for them"--