By Terry Deary
Do your grandparents moan on approximately what existence used to be like within the warfare? need to know if they're telling the poor fact? learn directly to discover the terrible hardships the Blitzed Brits suffered whereas bombs dropped out of the sky! discover what relatively occurred in Dad's military! See easy methods to make a impolite noise with a fuel masks! examine why the Brits ate chicken-fruit, sinkers and nutty! Faint on the considered spending seven years with no television! Plus there's lots of spiffing slang, foul foodstuff evidence approximately rotten rationing, lousy evacuation stories, and the poor fact approximately London's bloodthirsty blackout murders! So there's lots of gore - and masses extra.
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Extra info for Blitzed Brits (Horrible Histories)
1978: 6) Dixon sounds determinist and dated here, as theorizations of gender have changed, and professional and educational opportunities for women Content Analysis: The Early Days 47 have increased since the 1970s. Dixon’s focus on ‘classic’ girls’ stories is worth reading, but critically. In considering different forms of ‘the construction of the cage’ (its ‘supports’), he examines books by Louisa M. Alcott (starting with Little Women) and Susan Coolidge (the Katy series). Dixon emphasizes not only the predictable gender stereotyping (girls looking after brothers, being praised for being neat and ladylike), but also the constant theme of the ‘taming of the tomboy’ (Jo, Katy – something that had been categorized as ‘Cop-outs’ by ‘Feminists on Children’s Literature in 1971).
11) The evidence for differential construal by gender, often according to predictable stereotypes, and even exaggerating those stereotypes, seemed to be growing. 44 Language, Gender and Children’s Fiction In 1973, John Stewig and Margaret Higgs selected 154 picture books (by 798 authors) at random from a collection of 957 in a university education department library. These reflected a spread of publication dates. Despite being sceptical about earlier work, Stewig and Higgs confirmed previous findings: more male characters, men in a wider range of professional roles, women portrayed in homemaking roles (aside from the few who were teachers, maids or nuns), and claimed that what women were represented as doing at home was neither creative nor intellectual.
G. Millard, 1997). However, gender-differential tendencies here still concern the sex of the writer rather than what is written. Model 1, then, cannot properly address the question of the construction/construal of gender in a spoken or written text in a way in which the sex of the speaker or writer may be of no concern. Model 2 of Gender (Ideas-based) So what is the alternative to gender as associated with the who of language use? g. Foucault, 1972), gender is an idea (or set of ideas) about men/women, boys/girls and gender relations.