social, economic, and political realities. The ideas that eventually coalesced into Hervé’s national socialism originated well before the war. By 1915 and 1916 his national socialism was clearly defined. In July 1919 he created a Parti socialiste national
Gustave Hervé and the Great War
Michael B. Loughlin
*Full text is in German
National Socialism in German, Austrian and English Secondary School Textbooks (1980–2017)
This article analyzes a selection of German, Austrian and English textbooks dealing with National Socialism. By adopting Waltraud Schreiber’s methodology of categorial textbook analysis, the article presents the surface structure and building blocks as a basis for further analysis. The occurrence (or absence) of the pedagogical historical principle of multiperspectivity is examined with reference to the example of sections concerning “Youth in National Socialism.” Subsequently, the study explores the role of multiperspectivity in the construction of critical historical consciousness. This is followed by a deconstruction of the image of women presented in the textbooks, with particular emphasis on simplifications.
Die Analyse von Schulbüchern aus Deutschland, Österreich und England zum Themenbereich Nationalsozialismus stehen im Zentrum dieses Artikels. Als Methodologie wird die kategoriale Schulbuchanalyse nach Waltraud Schreiber angewandt. Die Erarbeitung der Oberflächenstruktur und der Bausteine werden als Grundlage für weitere Analyseschritte präsentiert. Das (Nicht-) Vorkommen des bedeutenden geschichtsdidaktischen Prinzips der Multiperspektivität wird am Beispiel des Abschnittes „Jugend im Nationalsozialismus“ beschrieben. Multiperspektivität und deren Bedeutung für den Aufbau eines kritischen Geschichtsbewusstseins wird in einem weiteren Schritt hervorgehoben. Abschließend wird das in den Schulbüchern präsentierte Frauenbild dekonstruiert und auf die problematischen Vereinfachungen hingewiesen.
Continuation or Reinvention?
Eighty-five years ago, in 1933, Dr Walter Stang, a theatre critic and member of the National Socialist German Workers Party, claimed that ‘National socialism … would ensure the development of completely new forms in the German Theatre’. 1
The ban on almost all previously approved textbooks in occupied Germany in 1945 brought about a turning point in the history of reading primers in this country. This article examines the requirements that textbooks had to fulfill in order to be approved by the authorities of the various occupation zones. In spite of differing sociopolitical and pedagogical attitudes and conditions, reading primersin all occupied zones shared the theme of children’s play and harmonious everyday life. However, a comparative analysis of the primers reveals significant differences that cannot be explained exclusively as a consequence of influence exerted by occupying powers. Rather, these differences resulted from the context in which each primer appeared.
Nazism and the Holocaust in Indian History Textbooks
Basabi Khan Banerjee and Georg Stöber
article addresses these issues by examining the presentation of National Socialism in several Indian textbook series, with a special focus on the Holocaust. It is used as a proxy for the textbooks’ take on Nazism because a thorough discussion of the
Images of Refugees in Three Leading German Quality Newspapers
Maximilian Conrad and Hugrún Aðalsteinsdóttir
-to-terms with and taking responsibility for the crimes committed under National Socialism. The concept has clearly been one of the leitmotifs of the foreign policy of the Bonn and Berlin Republics, both in relation to Germany’s role in European integration and
Commemorating National Socialism and Communism from the perspective
of 1989 often results in an uneasy conflation of German
guilt and victimhood. When the events of 1933-1989 are presented
as one long authoritarian period, war and tyranny can easily be construed
as external forces that simply befell the German nation.
While memories of national guilt are divisive, memories of victimhood
unify and simplify an otherwise ambiguous past. The 1995
restoration of Berlin’s Neue Wache is emblematic of this conflation
of guilt and victimhood. As the central German memorial to all victims
of war and tyranny, the Neue Wache neither distinguishes
between dictatorships, nor between perpetrator and victim.
William Collins Donahue, Holocaust as Fiction: Bernhard Schlink's “Nazi“ Novels and Their Films(New York: Palgrave Macmillan, 2010)
Reviewed by Margaret McCarthy
Theodor W. Adorno, Guilt and Defense: On the Legacies of National Socialism in Postwar Germany, edited, translated, and introduced by Jeffrey K. Olick and Andrew J. Perrin (Cambridge: Harvard University Press, 2010)
Reviewed by Gregory R. Smulewicz-Zucker
Friedrich Pollock, Theodor W. Adorno, and Colleagues, Group Experiment and other Writings: The Frankfurt School on Public Opinion in Postwar Germany, edited and translated by Andrew J. Perrin and Jeffrey K. Olick (Cambridge: Harvard University Press, 2011).
Reviewed by Jan Boesten
Gabriele Mueller and James M. Skidmore, eds. Cinema and Social Change in Germany and Austria(Waterloo: Wilfrid Laurier University Press, 2012).
Reviewed by Sabine von Mering
Christopher J. Fischer, Alsace to the Alsatians? Visions and Divisions of Alsatian Regionalism, 1870-1939(New York: Berghahn Books, 2010)
Reviewed by Jennifer A. Yoder
The article sketches the ruptures in today's German memory culture, concentrating on the Volkstrauertag (People's Day of Mourning) and the Gedenktag für die Opfer des Nationalsozialismus (Remembrance Day for the Victims of National Socialism) on 27 January. It starts with an overview of the history of the Volkstrauertag with its (outward) transformation from a commemoration day for dead German soldiers into one for “all victims of war and violence.” The inclusive model of commemoration that was typical for the Bonn Republic is disintegrating today. In united Germany, the Volkstrauertag and 27 January reflect antagonistic memory strands, that is a memory focussed on the war dead and German suffering or on the Holocaust and German guilt. In light of discussions about commemorating Bundeswehr dead, the article ends by describing a re-heroicizing of the Volkstrauertag and, in a more general way, tries to outline the shifting construction of German national identity.
Leah Rosen and Ruth Amir
This study is part of a wider research, which examines different strategies of exclusion and inclusion in public discourse and in the construction of collective memory in Israel. At the beginning of the 1930s, following the great economic crisis and the rise of National Socialism in Germany, a plan was conceived to send Jewish German youth to Palestine. Thus began the Project of Youth Aliyah, and with it the debate within the Zionist Movement and the Yishuv in Palestine on the proper station of immigrants in the emerging Israeli national identity. We characterize the discourse on the young refugees in the 1930s by highlighting two issues: first, the aims of the project for the emigration of Jewish German youth; and secondly, the national identity which should be inculcated in these young immigrants.