family school childrens literature and cinema and the young pioneer movement

Family school childrens literature and cinema and the

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family, school, children’s literature and cinema, and the young pioneer movement emphasise how collectivism was inculcated. The various agents of children’s socialization, having taught that heroic sacrifice for the collective was expected, unintentionally fostered the notion of adolescent participation in war. For some youthful volunteers armed service was a logical continuation of their devotion to the common cause. Chapter Two looks at the construction of the image of the Soviet Motherland in children’s culture. Kucherenko demonstrates how, as the Soviet Union prepared for war in the 1930s, children’s literature, press, film and theatre were saturated with patriotic propaganda. The effect of which was to make many youths feel personally responsible for the fate of the country, and move some to fight to defend it. Chapter Three examines more conscious attempts to mobilize the younger generation. Children were readied for war by military training, war games and a stream of propaganda placing juveniles on the frontlines. The ubiquity of martial motifs in children’s popular culture influenced children. Many derived a mistaken impression of war as an heroic, exciting and risk-free adventure, which encouraged others to expect and demand the opportunity to fight. These issues remain to the fore in Part Two, although the focus shifts from the development of patriotic discourse in the 1930s to the events of the Great Patriotic War. In its four chapters Part Two assesses effectiveness and ability of propaganda to inspire belief and prompt action amongst children. Chapter Four assesses propaganda’s impact in practice. As war began children were not mobilised for military service. There was no intention to place children at risk.
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