Sartre's conflicted relationship with his theatrical audience is explained by showing how Sartre's initial theatrical venture, Bariona, created in a POW camp in December 1940, sparked an idealized conception of the audience. The particular context in which the play was produced brought its performers and audience together into an almost mystical fusion. But these virtues, derived from pre-textual “oral“ culture, lost much of their luster with Sartre's second play, The Flies. Like its predecessor, The Flies used myth to counter German censorship, but in occupied Paris in front of a much more heterogeneous audience. The resulting comparative failure complicated Sartre's relationship to the mass audiences he sought in the post-war years. Theater audiences became emblematic of a wider public Sartre never fully trusted to accept or understand his ideas. Furthermore, Sartre's decision to stage almost all his plays between 1946 and 1959 at the “bourgeois“ Théâtre Antoine only made him even more mistrustful of audiences he often found himself writing “against.“
The Tailor and Ansty Revisited
Maryann Gialanella Valiulis
Censorship laws were introduced in the Irish Free State in 1928 and sparked immediate controversy among intellectuals, the media, and the political classes. The issue of censorship became the center of a conversation about Irish national identity. It was, in part, an assertion of independence and a conscious rejection of colonialism, an attempt to decide what stories would be told about them, what image they would portray to the world. In 1942, one text in particular sparked a renewal of the censorship controversy: Eric Cross's book, The Tailor and Ansty, which was banned because it was a realistic portrayal of Irish peasant life that was unacceptable to post-colonial Ireland, and because the author, an English folklorist, was perceived to be trying to undermine post-colonial attempts to establish a modern identity for Ireland. Thus, the application of censorship laws in Ireland can be seen as a move to free Irish self-identity from the negative portrayals of the Irish so prevalent in the colonial period.
A Battle That Raged during the Spanish Transition
In mid-1970s Spain, many new satirical magazines featured a strong political stance opposing Francisco Franco’s regime and in favour of democracy. Magazines with a significant amount of comics-based content constituted a space for political and social critics, as humour allowed them to go further than other media. However, legal authorities tried to censor and punish them. This article analyses the relationship between the Spanish satirical press and censorship and focuses on the difficulties their publishers and authors encountered in expressing their criticism of the country’s social changes. Various cartoonists have been interviewed, and archival research carried out. In-depth analysis of the magazines’ contents is used to gain an overview of a political and social period in recent Spanish history, in which the satirical press uniquely tackled several issues.
Lessons Learned from Teaching The Merchant of Venice in Israel
Esther B. Schupak
Because of its potential for fostering antisemitic stereotypes, in the twentieth century The Merchant of Venice has a history of being subject to censorship in secondary schools in the United States. While in the past it has often been argued that the play can be used to teach tolerance and to fight societal evils such as xenophobia, racism and antisemitism, I argue that this is no longer the case due to the proliferation of performance methods in the classroom, and the resultant emphasis on watching film and stage productions. Because images – particularly film images – carry such strong emotional valence, they have the capacity to subsume other pedagogical aspects of this drama in their emotional power and memorability. I therefore question whether the debate over teaching this play is truly a question of ‘censorship’, or simply educational choice.
Franz A. Birgel
Characterized by Siegfried Kracauer as "the first and last German film that overtly expressed a Communist viewpoint," Kuhle Wampe (1932) is also noteworthy for being the only film on which Bertolt Brecht collaborated from beginning to end, as well as for its controversial censorship in the tumultuous political context of the late Weimar Republic. When set against the background of the 1920 Motion Picture Law and the censorship of two other high-profile films—Sergei Eisenstein's Battleship Potemkin and Lewis Milestone's All Quiet on the Western Front—the political history of Kuhle Wampe highlights the indecisiveness, fragility, and fears of the German Left as the Nazis prepared to take power.
U.S. History Textbook Controversies in the 1940s and 1990s
This article examines two incidents of textbook controversy in the United States in the course of the last half-century. First, it addresses history's historical relationship to the modern nation-state and nationalism. How does that relationship, and the particular way it is understood, limit the boundaries of history, particularly the contest over whether American history ought to be taught as selfcontained and exceptionalist or taught within a larger global context? Second, it addresses the presence of what could be called a historical essentialism or even historical fundamentalism in textbook controversies. The article concludes with an examination of the increasingly political character of the textbook approval and adoption process, as well as the role of publishers and professional historians in the process.
The four films Jean Vigo made between 1930 and 1934 bridged transitions from silent to sound formats and from avant-garde experiments to what he called a social cinema grounded in a documented point of view. This article studies traces of this social cinema in Vigo's 1930 documentary A propos de Nice (Regarding Nice) and his 1934 feature L'Atalante (1934). Links to Parisian surrealism and to leftwing anarchism marked these films as inspiration for postwar filmmakers and critics including André Bazin, François Truffaut, Alain Resnais, and Chris Marker. The government censorship imposed on his Zéro de conduite (Zero for Conduct, 1933) was a test case for similar suppression of postwar films by Resnais, Marker, and René Vautier. Ongoing myths surrounding Vigo and his work persist in the forms of a film prize and research institute, both of which bear his name.
From Flaubert to Sartre
Based on the notion of legal responsibility, the article establishes a connection between the social conditions of production of literature and the ethical principles that founded the commitment of writers as intellectuals in France from the nineteenth century to the post-World War II period. While the penal responsibility of the author is imbued with a belief in the power of words, the trials were in turn often the occasion for writers like Flaubert and Baudelaire to define their own ethics of responsibility against the values of conventional morality and political conformity through which their work was liable to condemnation. Articulating these ethical principles affirmed the writer's independence from political and religious authorities and contributed to the emergence of an autonomous literary field, as defined by Pierre Bourdieu. The figure of the writer as a public intellectual best embodied by Zola and Sartre emerged on the basis of this code of ethics.
Testimony, Censorship, and Literacy among Early Quaker Women
In the tumultuous 1640’s amid the barely controlled chaos of the Interregnum, George Fox, the spiritually inclined son of an Leicestershire weaver, wandered up and down the local countryside in search of revelation, disputing with local ministers, debating theology with anyone who would speak with him. Years later, in his autobiographical Journal, Fox described the pivotal moment of his awakening: But as I had forsaken all the priests, so I left the separate preachers also… for I saw there was none among them all that could speak to my condition. And when all my hopes in them and in all men were gone, so that I had nothing outwardly to help me, nor could tell what to do, then, Oh, then, I heard a voice which said, ‘There is one, even Christ Jesus, that can speak to thy condition’, and when I heard it, my heart did leap for joy.
Girls’ Voices and Civic Engagement in Student Journalism
Piotr S. Bobkowski and Genelle I. Belmas
Prior research has illustrated the benefits of media literacy and production programs for girls’ self-expression and civic engagement. This study examines whether formal high school journalism programs can be similarly beneficial. A survey of 461 high school journalists shows that girls want to use student media to address serious topics that can contribute to their civic development. But school employees also tell girls more often than boys not to cover sensitive issues in the student media, and girls are more likely than boys to acquiesce to such requests. Girls will not glean the full benefits of journalism education until such disparate treatment is addressed. Journalism educators and school administrators may profit from the feminist pedagogical approaches developed in out-of-school media-focused programs in which girls have demonstrated significant willingness to express themselves and are unencumbered to do so.