Children’s citizenly participation in the National Revolution: the instrumentalization of children in Vichy France

Children held a privileged place in Vichy France. They became the subjects and objects of a vigorous propaganda which recognized their ability to contribute to the National Revolution. This article discusses three ways in which children were instrumentalized by the regime, showing their reciprocal engagement with it, which is understood as ‘citizenly’ behaviour. First, drawn into the maréchaliste leadership cult, they were used to embed the values of the regime. Second, children’s compassion was co-opted in various campaigns which contributed to national(ist) solidarity. Third, they engaged with a gendered duty to national population growth, now and in the future. The article uses ‘public’ written sources (for example, letters and essays sent to Marshal Pétain and thus archived in public collections, not diaries or drawings for private eyes, in private hands) produced by children. Although it recognizes these as epistemologically unstable, such sources present opportunities for understanding elements of children’s agency, which is seen in conformity as well as dissent. By recognizing children as historical actors, we can identify them as ‘beings’ active in their own lives, and not just adults-in-waiting.     

Working in the shade: agriculture,race, and recreational landscapes in Connecticut, 1940–1950

During the middle decades of the twentieth century, shade tobacco growers in the state of Connecticut employed white high school students from Florida and Pennsylvania, as well as African Americans from southern black colleges and high schools to harvest and process their crop. This paper traces the history of these workers as a means for examining overlooked processes of racialization in rural New England, and for expanding on discussions of race, agriculture, and rural landscapes through the context of leisure. I argue that racialization among student workers unfolded according to the structure, management, and representation of leisure and the recreational landscapes that were opened (or closed) to them. Additional contexts bearing on this process included gender, class, and status as resident or non-resident, each of which informed race-based discussions about leisure and recreational landscapes. This empirical study infuses cultural geographic studies of race and agriculture, whether in New England or beyond, with a depth of perspective not normally associated with rural landscapes. It argues for the extension of cultural geographic inquiry on leisure and racialization into the contexts of agricultural and rural landscapes.