Abstract
Wartime emotional and moral conditioning of children and youth, and their cultivation as future citizens, began before the First World War and continued long afterward. The article examines children’s interactions with material culture, and some material produced by children themselves, in order to understand their emotional formations and the emotional frontiers they traversed. The analysis raises the question of tensions of belonging and the contingency of identity amid shifting national and imperial contexts, followed by an examination of styles of training for the purpose of belonging and the strong tendency for pedagogical material to focus on types of ‘service’.
Original language | English |
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Journal | CULTURAL AND SOCIAL HISTORY |
Early online date | 28 Aug 2019 |
DOIs | |
Publication status | Published - 2019 |
Publication type | A1 Journal article-refereed |
Funding
The author wishes to thank Kate Darian-Smith and Ana Carden-Coyne and the anonymous reviewers for their helpful comments and suggestions. She is grateful to the Social Science and Humanities Research Council of Canada for its generous Insight Development Grant in support of this project.
Keywords
- British world
- Children and youth
- education
- emotions
- First World War
Publication forum classification
- Publication forum level 2
ASJC Scopus subject areas
- Cultural Studies
- History
- Sociology and Political Science