American Authors, September 11th, and Civil War Representations in Historical Fiction

Autor/in	Bickford, John H.
Titel	American Authors, September 11th, and Civil War Representations in Historical Fiction
Quelle	In: Journal of Social Studies Education Research, 9 (2018) 2, S.1-27 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	History; Terrorism; War; Violence; Fiction; United States History; Authors; Childrens Literature; Adolescent Literature; Elementary School Students; Middle School Students; Audiences; Content Analysis + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; Terrorismus; Krieg; Gewalt; Fiktion; Author; Autor; Autorin; 'Children''s literature'; Kinderliteratur; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Spectator; Zuschauer; Inhaltsanalyse
Abstract	Scholars have hypothesized that historical fiction books are more a product of the author, author's nuanced world view, and the time period in which they were written than of the events and period depicted. This content analysis research examined how American historical fiction authors represented the Civil War and how the events of September 11th, 2001 impacted this representation. The data pool included books targeting intermediate elementary and middle level students and had four categories: Civil War-based books published prior to 1989, Civil War-based books published between 1990 and September 11th 2001, Civil War-based books published between 2002 and 2015, and a baseline of books targeting any war published at any time. Shifts in message, violence, perceptions of the enemy, and intended audience appeared. After September 11th, 2001, American historical fiction authors targeted younger audiences, wrote more pro-war messages, included less violence, and dehumanized or anonymized the enemy more frequently. Findings lend credence to previous scholarship that hypothesized historical fiction readers should consider the source and context of publication to better understand underlying messages. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01