The 'lost child' as figure of trauma and recovery in early post-war cinema: Fred Zinnemann's The Search (1948) and Natan Gross's Unzere Kinder (1948)

The article examines the figure of the ‘lost child’ in feature films of the immediate post-war period. The figure’s enormous symbolic value as innocent victim and future generation, granted the ‘lost child’ a key position in post-war discourse, including films which tried to grapple with the moral and physical destruction of the continent after 1945. National film industries, particularly of the perpetrator nation, employed the ‘lost child’ for genre stories in which the post-war chaos is being mastered and a new, masculine national self is re-built. However, films made by victim groups outside a national context rely on the ‘lost child’ to broach the destruction of their identity by war and persecution. Analysing two films, Fred Zinnemann’s The Search (1948) and Nata Gross’s Unzere Kinder (1948), I argue that they use the child figure to deal with traumatization and make it part of the reconstruction of communal intergenerational relations. This does not result in stories of masculine mastery but in narratives that incorporate moments of trauma process emerging around destroyed mother-child relations. The films, encoding traumatization in film language, develop a rich cinematic language along questions of identity and form a first instance of posttraumatic cinema

Ensuring the right to education for Roma children : an Anglo-Swedish perspective

Access to public education systems has tended to be below normative levels where Roma children are concerned. Various long-standing social, cultural, and institutional factors lie behind the lower levels of engagement and achievement of Roma children in education, relative to many others, which is reflective of the general lack of integration of their families in mainstream society. The risks to Roma children’s educational interests are well recognized internationally, particularly at the European level. They have prompted a range of policy initiatives and legal instruments to protect rights and promote equality and inclusion, on top of the framework of international human rights and minority protections. Nevertheless, states’ autonomy in tailoring educational arrangements to their budgets and national policy agendas has contributed to considerable international variation in specific provision for Roma children. As this article discusses, even between two socially liberal countries, the UK and Sweden, with their well-advanced welfare states and public systems of social support, there is a divergence in protection, one which underlines the need for a more consistent and positive approach to upholding the education rights and interests of children in this most marginalized and often discriminated against minority group

Deutschland und die UN-Nachhaltigkeitsagenda 2016: noch lange nicht nachhaltig

Wird im Jahr 2030 kein Mensch mehr arm sein? Wird niemand mehr hungern müssen? Können alle Kinder wenigstens eine Grundschule besuchen? Konnten wir den Klimawandel abmildern, Städte nachhaltig umgestalten und die Ozeane schützen? Leben wir in friedlichen Demokratien, die die Menschenrechte zu Hause und über die eigenen Grenzen hinaus einhalten? Die 2030-Agenda der Vereinten Nationen und ihre 17 Ziele für nachhaltige Entwicklung versprechen die Transformation unserer Welt. Sie gelten für jedes Land, für die Länder des globalen Südens und des globalen Nordens, und damit auch für Deutschland. Angesprochen ist die ganze Bandbreite der Politik: Wirtschaft, Soziales, Umwelt, Finanzen, Agrar- und Verbraucherpolitik, Verkehr, Städtebau, Bildung und Gesundheit

Critique of deinstitutionalisation in postsocialist Central and Eastern Europe

In this paper, we explore critically deinstitutionalisation reform, focusing specifically on the postsocialist region of Central and Eastern Europe (CEE). We argue that deinstitutionalisation in postsocialist CEE has generated re-institutionalising outcomes, including renovation of existing institutions and/or creation of new, smaller settings that have nevertheless reproduced key features of institutional life. To explain these trends, we first consider the historical background of the reform, highlighting the legacy of state socialism and the effects of postsocialist neoliberalisation. We then discuss the impact of ‘external’ drivers of deinstitutionalisation in CEE, particularly the European Union and its funding, as well as human rights discourses incorporated in the UN Convention on the Rights of Persons with Disabilities. The analysis is supported by looking at the current situation in Hungary and Bulgaria through recent reports by local civil society organisations. In conclusion, we propose some definitional tactics for redirecting existing resources towards genuine community-based services

Cultural impact on learning Case study annex

SIGLEAvailable from British Library Document Supply Centre- DSC:q94/10205 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Cultural impact on learning A practical guide to managing the effective adaptation of learning materials across international boundaries

SIGLEAvailable from British Library Document Supply Centre- DSC:q94/19302 / BLDSC - British Library Document Supply CentreGBUnited Kingdo