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An oral history

This book provides a unique perspective on the Allied bombing of France during the Second World War which killed around 57,000 French civilians. Using oral history as well as archival research, it provides an insight into children's wartime lives in which bombing often featured prominently, even though it has slipped out of French collective memory. The book compares three French towns with different experiences of bombing: Boulogne-Billancourt , Brest, and Lille. Divided into three parts dealing with expectations, experiences and explanations of bombing, the book considers the child's view of wartime violence, analysing resilience, understanding and trauma. The first part of the book deals with the time before bombing. It examines how the French prepared for war and preparations made specifically for bombing, showing how state-level and municipal-level preparations. The second part considers the time during bombing and its aftermath. It discusses the experience of being bombed, examining children's practical, sensory and emotional responses. The fascinating and frightening scenes in the immediate aftermath of bombing that made lasting impressions on children, including destruction, chaos and encounters with violent, public death. Changes in status as a result of bombing becoming a sinistre, refugee or evacuee had far-reaching consequences in some children's lives, affecting their education and economic situation. The last section looks at the way in which air raids were explained to the French population. It considers the propaganda that criticised and defended the Allies, and an understanding of the history of Vichy.

Dominique Marshall

, from the country’s point of view or from the point of view of a family member from the text … Display these visual impressions for others to view’ ( CIDA, 1990a ). Reception and Impact of Development Images CIDA’s program of dissemination of the educational materials in schools aimed at providing a community around the use of the visual media which would avoid harming children’s development. The teacher’s guide insisted on the social context of seeing visual media: teachers needed to respect the ‘keen … emotional responses’ of children, and attend to their

Journal of Humanitarian Affairs
Representing Africa through suffering
Graham Harrison

observing images of Africa who has an interest in reflecting on their emotional responses would do well to recognise the racialised and racist characteristics of British culture, even if these have softened as the age of empire becomes more distant.2 I was exposed to racist representations of Africans from my early years: I can remember a teacher at primary school (I must have been between 5 and 10 years old) telling us – in the idiom of a storytelling homily – that God punished some humans for being bad by spraying them black, but because they were standing up with their

in The African presence
Abstract only
Lindsey Dodd

. Sensations are passive: they enter the body and cannot be controlled. But when they enter the body, they change it, and are captured inside the emotional responses expressed as the interviewees reflected on the past. Hope, fear and despair: emotional responses to bombing In their bomb shelters, family members, neighbours, friends and strangers huddled anxiously together or retreated into prayer. In the shelter in Hellemmes, André Dutilleul said ‘we all did the same thing’, hunching himself over, ‘we were like that, handkerchief in the hand, right up close together

in French children under the Allied bombs, 1940–45
Abstract only
Bereavement, grief and the emotional labour of wartime
Lucy Noakes

by a small group of paid observers, Tom Harrisson and Charles Madge emphasised that they were trying to ‘visualise and analyse some of the early evidence • 194 • Grieving: bereavement, grief and the emotional labour of wartime about the war and its affects in terms of mass behaviour and mentality’.8 Much of this work and analysis, and much of the concern about morale as a whole, focused on people’s emotional responses to the conflict. MO described the outbreak of war as ‘an emotional occasion’, one young woman recording ‘the funny feeling inside me’ when she

in Dying for the nation
Lindsey Dodd

for some of the absence of a national ‘collective memory’ of bombing. Common elements of experience occurred within communities because of the shared threat; however, when separate communities faced the same, or similar, threats, commonalities exist across them. Shared elements of memory are thus likely within and between communities. Emotional responses of excitement, fear, anxiety and shock existed in all of the locations, pointing towards a universality of qualitative experience, because of common ways of processing the sensory impressions of bombing and the

in French children under the Allied bombs, 1940–45
Constance Duncombe

argue that the US representations of itself as good, rational, the leader of the international community, and Iran as dangerous, irrational, aggressive and undeveloped produces a particular discursive framework through which it understands Iran and its nuclear program. Analysing US representations is important because it allows for an understanding of how the US wishes to be recognised and how it recognises Iran. The resulting US emotional response to being misrecognised can then be illuminated to provide purchase for understanding the powerful links between

in Representation, recognition and respect in world politics
Open Access (free)
Jonathan Atkin

be the war’s moral low point, he warned. For, ‘to compel a man to fight, whether he will or not – in violation, perhaps, of his conscience, of his instinct, of his temperament – is an inexcusable outrage on his rights as a human being’.6 The emotional response of Edward Carpenter and Goldsworthy Lowes Dickinson to the war was matched by that of Henry James, who had also experienced an assault upon rational sensibility as soon as hostilities had commenced, writing on 5 August 1914 that: The taper went out last night, and I am afraid I now kindle it again to a very

in A war of individuals
Leonie Hannan

’ has been under-explored by scholarship.1 In letters, emotional responses to life were articulated and both the expression of those feelings and the manner in which they were expressed provide important insights into the history of emotions. Relationships were forged and fostered through letter-writing and, thus, correspondence played a critical role in the continuation of significant friendships. The reciprocal nature of letter-writing prompted some correspondents to cover pages in ink at a staggering pace and regularity, using the expanding postal network to their

in Women of letters
Debating Stalinism in the Cold War
Mark Edele

This chapter recounts a heated debate between historians of Stalinism in the pages of the scholarly journal The Russian Review in 1986 and 1987. Sparked off by a review essay by the social historian Sheila Fitzpatrick, it led to a broad range of emotional responses to Stalinism and the politics of history-writing in the late Cold War.

in Debates on Stalinism