Popular History Magazines

The study analyzes covers of contemporary Polish right-wing magazines and shows that many of them use historical images for political purposes. Referring to the terminology of Antoon de Baets, the author argues that the images on the covers “abuse history”, i.e. use history in an intentionally deceptive way. The main technique of abusing history is montage. Historical motifs are combined with each other either on particular covers or between them. Although originally montage was widely used as means of avant-garde and leftist art, it is now a common method of designing conservative and right-wing imagery. Drawing on the premises of the pictorial turn, the author further claims that the covers shape social and political realities. They are not mere illustrations but powerful actors of the public discourse that promote a view on history in which whole nations are either heroes or traitors, good or bad. Therefore, they contribute to the simplified and even falsified perspective on the past.

EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation's understanding of history. Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and in-service teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects Proceedings of the TEEM'13 Track on Knowledge Society Related Projects 32 their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains mediacritical competences but furthermore enables a multi-perspective and comparative access to history. The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.

Psychological studies of the reception of media deal with the cognitive and affective processes during reception. These depend on the properties and the design of the respective medium as well as on the conditions of the recipient. However, the underlying psychological principles of reception are examined independent of the content. Therefore in order to examine, from the point of view of receptional psychology, the psychological process which occurs when reading history magazines, it is necessary to consider the properties and design of the medium more closely. Furthermore, the question arises whether there are additional content-specific aspects which have to be taken into consideration when examining the reception of historical content such as that found in history magazines.

The use of powerful men, naked women and war to sell. Popular history magazines in Sweden * Before 13 May 2010, the publisher was Historiska Media ** Updated 4-5 times a week *** As of 2010, the magazine is in Swedish and has changed its name to BBC HISTORIA **** The development of the magazine was started by Historiska Media.

The growing interest in history has long been reflected in films, documentaries, literature, history societies and now also in the world of magazines: "The range of choices at magazine kiosks clearly shows that history magazines such as ours gain more and more ground, and all TV viewers know that historical documentaries-especially those about World War II-take up a lot of broadcasting time […]. History has firmly established itself in the use of media to the same extent as cooking or crime," Sebastian Relster says. In particular, topics related to World War II are a sure bet. […]. "The Second World War is undeniably one of the most popular historical topics. Apparently, the war has captured us, even though only a few have experienced it themselves."' 1 In this excerpt from a press release authored by the publishing house 'Bonnier', in which the Danish history magazine HISTORIE-ILLUSTRERET VIDENSKAB 2 introduces itself, editor-in-chief Relster attributes considerable relevance for the conception of the magazine to the Second World War. 3 Indeed, when flicking through the magazine, the 1 Press release Bonnier Publications A/S, URL: http://bit.ly/1rGUZda (1.8.2014); Quotes, also in the following, translated from Danish by the author. 2 In the following in short HISTORIE, URL: http://historienet.dk (1.8.2014). 3 The Second World War is in general of immense significance to popular history culture. This is not only apparent in films and computer games. The Second World War has become a hobby for many people to which they devote themselves through model making, collecting devotional objects or in extreme cases in reconstructing historical battles. Cf. on this e.g. Eva Kingsepp: Hitler as our devil? Nazi Germany in mainstream media. In: Sara Buttsworth/Maartje M. Abbenhuis (eds.): Monsters in the mirror. Representations of nazism in postwar popular culture. Santa Barbara, Calif. 2010, p. 29-52; Jenny Thompson: War games. Inside the world of 20 th-century war reenactors. Washington, DC 2010. On a study according to which the Second World War was classified as the most important event of world history by respondents in 12 states

EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation's understanding of history. Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and in-service teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects Proceedings of the TEEM'13 Track on Knowledge Society Related Projects 32 their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains mediacritical competences but furthermore enables a multi-perspective and comparative access to history. The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.

EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation's understanding of history. Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and in-service teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects Proceedings of the TEEM'13 Track on Knowledge Society Related Projects 32 their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains mediacritical competences but furthermore enables a multi-perspective and comparative access to history. The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.

EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation's understanding of history. Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and in-service teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects Proceedings of the TEEM'13 Track on Knowledge Society Related Projects 32 their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains mediacritical competences but furthermore enables a multi-perspective and comparative access to history. The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.

EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation's understanding of history. Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and in-service teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects Proceedings of the TEEM'13 Track on Knowledge Society Related Projects 32 their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains mediacritical competences but furthermore enables a multi-perspective and comparative access to history. The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.

EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation's understanding of history. Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and in-service teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects Proceedings of the TEEM'13 Track on Knowledge Society Related Projects 32 their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains mediacritical competences but furthermore enables a multi-perspective and comparative access to history. The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.

Despite the interest of interculturality as a priority in the EU, the development of intercultural competences and skills on lifelong learning processes has yet to be achieved. According to an ERICarts study, to move towards a strategy for intercultural dialogue, main changes of paradigm still need to take place. Particularly in the field of education, it is necessary to move from traditional canons to open processes of creative interaction and build bridges by developing intercultural skills and competences through educational and media programmes. The aim of this paper is to identify and valorize the best practices of two LLP projects (MIH and EHISTO) that focused on the development of intercultural skills and competencies in education. The team involved in this paper will implement a self sustainable network, centred around a technological ecosystem that will support the promotion of methodological innovation, open knowledge and sharing of experiences and good practices, both in classroom and policy contexts, as so as three iterations of an intercultural learning programme, as part of a strategy of promoting intercultural learning in education. This will also include policy dialogues, aimed at raising the interest of educational authorities and promoting their involvement.

This paper focuses on the relationship between cinematic stardom and aging, through the analysis of exemplary figures in post-World War II Italy. Within a scenario in which sexualization pervades the entire media system, the decline of the star allows us to look at the female body as a mirror of transformations related to gender identities, new mass consumption, generational models, and social norms. Against this backdrop, the contribution analyses the public discourse on aging which emerges on the pages of the magazine «Oggi», looking particularly at the representation of two emblematic figures: Greta Garbo and Marlene Dietrich.

EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation's understanding of history. Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and in-service teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects Proceedings of the TEEM'13 Track on Knowledge Society Related Projects 32 their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains mediacritical competences but furthermore enables a multi-perspective and comparative access to history. The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.

"Stars who have children are more beautiful and more popular": maternity and stardom in the post-war Italian popular press

If the role of cinema was central in the popular press over the years following the Second World War, equally crucial was the connection between stardom and sexuality which emerged and grew in this context. Among the different images appearing on the magazine Oggi and widely circulated between the late 1940s and the first half of the 1950s, those illustrating ‘rites of passage’ were food for thoughts for the debate about sexuality. Marriage became the main instrument for social control, while motherhood took on the function of controlling sexual desire to channel it into the regulated forms of family and procreation. The maternity of some famous emerging actresses of the immediate post-war period in particular (such as Ingrid Bergman, Rita Hayworth, and Silvana Mangano) was the opportunity for celebrity's private life to become a public tale and a regulating program on social behavior at a national level. The management and control of female body was central in the debate about community or political trends; the issue became a ‘cultural text’ with an impacted on the symbols of the society of the time, which was strongly influenced by Catholic culture. By analyzing how stars were represented on popular press it is therefore possible not only to read the morality of the time, but also to bring to light the symptoms of wider social and political transformations, which find in sexuality a terrain of encounter and privileged confrontation.

https://doi.org/10.1525/tph.2020.42.3.61

The covers of the two mainstream right-wing magazines in Poland, (W) Sieci and Do Rzeczy, have put numerous images on display that refer to well-known events from the past. However, most of the images suggest incorrect interpretations or even falsify historical facts. Asserting that visual history as presented in the illustrated press belongs to the field of public history, the author discusses the consequences of such a deceptive use of history in the public sphere. The article challenges the affirmative approach of public history by showing that scholars should pay more attention to those who ignore ethical codes and do not follow what are considered to be best practices.

Las tendencias hacia la hiperespecialización y el aislamiento en la investigación histórica han significado que la demanda social de conocimiento histórico está siendo, muy a menudo, satisfecha por autores ajenos a la disciplina. Esto significa en muchos casos que los productos de consumo de masas carecen del rigor y de la reflexiones crítica y ética que debe caracterizar la investigación histórica sólida. La historia militar es un ejemplo paradigmático, ya que su gran atractivo para el público general no encuentra eco en la investigación académica. Es por ello necesario reconsiderar el papel que la divulgación debería desempeñar como un puente entre la academia y la sociedad. En este contexto, analizamos el caso de Desperta Ferro Ediciones, que ilustra las posibilidades abiertas por la colaboración entre la universidad y la empresa privada. Presentación completa en video: https://ehutb.ehu.eus/video/5bf51ae9f82b2b231f8b4839

This presentation is a part of my PhD thesis [which is in progress], the main aim is to prove the links [if exist] between the cheap popular press that addressed to middle class families, mainly women and kids and the adoption of the Kemalist nationalism in the newborn nation-state.

This paper argues that popular history magazines may be a welcome complement to
other forms of historical media in history teaching. By outlining a theoretical framework that captures uses of history, the paper analyses popular history magazine articles from five European countries all dealing with the outbreak of World War I. The study finds that while the studied articles provide a rather heterogeneous view of the causes of the Great War, they can be used to discuss and analyse the importance of perspective in history, thus offering an opportunity to further a more disciplinary historical understanding.

EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation’s understanding of history.
Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and inservice teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains media-critical competences but furthermore enables a multi-perspective and comparative access to history.
The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.

The purpose of present research is to demonstrate the historical development of children's literature in Turkish Republic between the period 1923-1940 and also to manifest children's newspapers and magazines published between these dates. To that end, children's newspapers and magazines published during the period 1923-1940 have been scanned; publication dates, places, publication intervals and publications’ owners have been detected. It is suggested that substantial contribution shall be rendered to the studies of children's literature researchers by detecting children’ newspapers and magazines of the period 1923-1940 when, regardless of the scarcity of children's publications, it was attempted to gain new knowledge to children and encourage them to reading, contemplating and creating.