Search

Drawing from psychologist Eric Fromm's work, this article confronts the relationship between individualism on one hand, and the ability for individuals to think collectively and transform social structures on the other. States that in this context, atomization becomes a dimension of both fascism and capitalism, one that positions freedom as the antithesis of political action. (Contains 18 references.) (CB)

Presents a study that traces the rise and development in Japanese education from 1926-45, examining educational policies and the role of teachers and schools. Reports that the factors that produced ultra-nationalistic and fascist education were already founded during the years of 1868-1912. (CMK)

Provides an overview of Merle Curti's work in intellectual history, focusing on such issues as the synthesis of social and intellectual history into the historical analysis of social thought, Curti's "presentism," the influence of John Dewey on his scholarship, and his civic-minded scholarship during World War II. (CMK)

This ideological critique of "Espana Nuestra" reveals the presence of Spanish fascism in textual and graphic images of an elementary school social studies textbook. The analysis reveals how these images were arranged to foster and reinforce specific crucial elements of Spanish fascist ideology, such as national syndicalism, militant national Catholicism, and virulent anticommunism. However, few youngsters could afford the book. (103 footnotes) (MLH)

States that engineers contribute tremendously to the changing face of the earth, and the ever more urgent call for languages, management, and law competencies for engineers is an expression of the need for a grounding in humanities. Discusses the role of humanities in engineering education in the context of world economics and the role of engineers and scientists in the 20th century. (PVD)

Profiles the post-war efforts of Anna Haag, a German author and journalist. After visiting the Women's Service Bureau through a tour organized by the American League of Women Voters, Haag was inspired to establish the Arbeitsgemeinschaft Stutgarter Frauen. This organization engaged in social work and citizenship training for women. (MJP)

Examines the approaches taken, the topics discussed, and the practical results of the 1944 conference, "Germany after the War." Organized and led by psychiatrist Richard Brickner, the conference focused on reeducation, institutional change, and psychological rehabilitation. The conference recommendations became highly relevant in the immediate post-World War II period. (MJP)

Presents a brief examination of legislation mandating Holocaust education, points out limitations in existing practices for using literature to teach this topic and discusses examples of the best and most recent Holocaust literature. Includes a bibliography of fiction and nonfiction Holocaust literature for children and young adults. (MJP)

Examines the dynamics of language in Catalonia and the development of Catalan educational policy. Discusses the suppression of the Catalan language under Generalissimo Francisco Franco and its reappearance after his death in 1975. Summarizes key arguments concerning the relationships among identity, nationality, education, and language. (MJP)

Compares questionnaire results sent to elementary and secondary school teachers in Indiana and Japan. Surveys how and what is taught about World War II. Reports teachers in the United States concentrate more on Europe, Pearl Harbor, and fascism, whereas Japanese teachers are more concerned with Pacific theater. Concludes Japanese teach peace whereas U.S. teachers focus on historic causes. (DK)

Presents results of a questionnaire asking Japanese teachers how and what they teach about World War II. Reports that survey included broad and narrow questions on the war in Asia, Europe, and the Pacific. Concludes that Japan's postwar peace education has been a success but that more emphasis needs to be placed on cause and effect in history. (DK)

Shows how clerico-fascist regime, which came to power in Austria in 1933-34, placed emphasis on character formation as a primary aspect of schooling. Maintains that the goal was to educate youth by using public education for indoctrination, following methods of Italian Fascists and German National Socialists. Analyzes how they reorganized the curriculum to present all subjects from this viewpoint. (NL)

The views of the French political leader Marcel Deat are examined to determine whether he was a fascist by conviction or a fascist by the force of circumstances created by World War II. It is shown that by 1934 Deat had clearly adopted a stance best described as national socialist. (RM)

Reviews the nature of fascism as it arose in Europe between World Wars I and II. Examines the nature of 'proto-fascist' trends in the United States during the 1920s and 1930s, and offers some tentative conclusions as to why the trend failed to achieve greater strength. (JDH)

Predicts bleak employment prospects for the college educated with verbal rather than quantitative skills. Warns of political dangers for the U.S. of a large cadre of educated unemployed and underemployed. Offers examples of unemployed/overqualified intellectuals serving as the nuclei of extremist political movements in other countries. Considers alternatives. (DMM)

Suggests possible uses historians can make of film materials drawing on the Cooper Library (University of South Carolina) collection. Stresses the need for using outtakes to show an accurate sense of unedited history. Illustrates the value of film in understanding European fascism, and urges coordinating textbooks and film for an effective classroom experience. (KO)

This essay on John Dewey's approach to the crisis of war seeks to clarify Dewey's policy toward World War I, his approach to the peace movement, and his response to the rise of fascism. (IAH)

Analyzes how war is treated in four films: "The Deerhunter,""Patton,""M*A*S*H," and "Apocalypse Now." Considers the critical question of how art handles the implication that "slaughter is attractive, necessary, or somehow glorious." (PD)

Explicates a rationale for, and several approaches to, teaching about the Holocaust. Some insights to be gained include the value and necessity of democratic institutions; understanding the ramifications of prejudice, racism, and stereotyping; and the responsibilities of individuals and organizations when faced with abuses of power. (MJP)

Teachers must not provide a platform for any student or outside speaker to ventilate racist, anti-Semitic, or totalitarian sentiments. In the classroom, democratic values should be obvious from the outset. Toward this end, a curriculum entitled "Extremist Groups" has been developed by the Anti-Defamation League of B'nai B'rith. (Author/GC)

This paper, part of a larger project on unconventional forms of historiography, investigates a handful of cinematic and literary representations of life in Fascist Italy against the background of the March on Rome and, more in general, of Rome as the stage for the public display and embodiment of Fascist rhetoric. These texts can be grouped in three categories: 1) Fascist-era texts by supporters and opponents that express fear and pride; 2) later texts by march participants that express disappointment in the experience and the outcome of the march; and 3) more recent re-scriptings of the march as farce. The paper focusses particularly on the work performed by the second and third categories. These are not histories in the conventional sense but rather what we might call, with Edward Hallett Carr, “imaginative structures” through which unexpected and unexamined aspects of the past emerge, and in which memory works at once with and against history. Taking as a point of departure the idea that political history changes when we consider subjectivity, and that psychological elements are inextricable from the historical realm, I argue here that we have not fully understood the march until we take into account its experiential or affective qualities, which are most accessible to us through these unconventional sources. The insistent diminuzio anti-aulico of these texts—moving from the sublime to the disappointing to the absurd—marks their engagement with the notion of contingency, through which disappointment emerges and becomes operative. The paper argues that the march and its aesthetic iterations posit disappointment as an epistemological category—the way disappointment reinstates not simply experience but a very specific form of experience, as a way of knowing.

This article examines Cold War-era representations of WWII, observing the visible influence that sixties' espionage media had on retrospective images of WWII. Representations of bunkers in the postwar were influenced by advent of atomic warfare, with images of Normandy's brutalist pillboxes replaced by fantasies of Nordhausen's subterranean rocket factories. While wartime propaganda had platformed film reels of vast public armies fuelling the Allied fight against fascism, cinema of the 1960s replaced total war with the image of the singular spy, operating covertly behind enemy lines in Nazi uniforms, and allegedly unmarred by ideology. Examining the visual rhetoric at play in these scenarios, this paper argues that it is not fascism which these films claim must be stopped. Rather, it is the Cold War-era fear of global insecurity, caused by the misuse or mishandling of advanced weaponry by nations which are not America or Britain. [ABSTRACT FROM AUTHOR]

The translation of Familiar Stranger by Stuart Hall into German was a particular challenge, especially with regard to the concept of race. Hall uses the term 'race' to fan out the countless cultural meanings, which are not covered by a homogeneous theoretical conception of race. The result is the ambivalent articulation of race – as well as of colour – which unites racist as well as emancipatory meanings in the same term. This ambivalent chain of meanings has no equivalent in the German language, as the conceptual history of race cannot be detached from the context of German fascism, either theoretically or in everyday language. Another requirement was the translation of gender, not because Hall problematizes this, but because the German language is a deeply rooted genus-typifying language. With some examples of translation, we want to show how we have tried, to consciously act in the space of the displacement of culture, to recognize the specific situatedness of the heterogeneous representations that Hall talks about in Familiar Stranger, and not to unify them in favour of a homogeneous German textuality. [ABSTRACT FROM AUTHOR]

The aim of this article is to give a description of the sociolinguistic situation and of the Carinthian dialects of Valcanale, in the province of Udine. This small valley belonged to Austria until 1919 and was consequently annected to Italy as compensation for the First World War, which resulted in the modification of the languages traditionally spoken in the territory, especially due to Italianization. Nowadays, Valcanale represents the survival of the indigenous Slovenian community, the Germanic component dating back to the period of Bamberg and Austrian domination on the Friulians, who settled there before the valley’s passage to Italy. Later, the valley was finally given to the Italians in 1919, whose relocation to the area was encouraged by the Fascist regime. [ABSTRACT FROM AUTHOR]

Italy’s long and stratified history offers abundant heritage resources, with Rome serving as a showcase for the architectural embodiment of political and ideological changes over time. Among these periods, the Fascist regime under Benito Mussolini initiated extensive urban and architectural renewal projects, notably exemplified by the Foro Italico, a monumental sports complex that is still actively used. The present contribution retraces the elements constituting Fascist architectural heritage in Italy and explores how Italian people comprehend and interpret the dissonant heritage site of the Foro Italico. Departing from previous approaches, this research employs a conservation perspective, exploring, among others, architectural and socio-cultural values associated with the complex. By analysing the motives underlying its unceasing use, this study seeks to understand why citizens continue to create new experiences and memories at the site despite its contentious ideological symbolism, without undergoing modern damnatio memoriae or de-commemoration processes, thus contributing to ongoing debates on heritage management and the politics of memory. [ABSTRACT FROM AUTHOR]

AbstractIn this response to the book symposium on What is Antiracism?, the author assesses some of the changed circumstances since publication in the summer of 2023, before seeking to clarify the book’s arguments about the roots of anti-Muslim and anti-migrant racisms in neoliberal racial capitalism. The method of focusing on neoliberal ideas as part of a broader account of the political economy of racialization is defended. [ABSTRACT FROM AUTHOR]

Heidegger's ontological theories, his observations about liberalism and fascism, and his evaluation of Being are three premises of an argument for fascism. The ontological premise is that integrated wholes and instruments or objects of will are ontologically superior, as Being and Time suggests in discussing Being‐a‐whole and using tools. The social premise is that fascist societies are wholes integrated by dictatorial will, while liberal societies are looser aggregates of free individuals, as Heidegger describes in his 1930s seminars. The evaluative premise, shared with the medieval tradition and expressed in his notebook remarks about war, is that ontological superiority makes things better. The conclusion that fascism is better than liberalism should be rejected along with the evaluative premise. [ABSTRACT FROM AUTHOR]

AbstractThis article explores Fascist Italy’s attempts in the interwar era to influence Turkish perceptions of fascism and Italy. The techniques to be reviewed include interviews by diplomatic personnel, the gifting of books, film screenings, the sending of photographs and captions to Turkish outlets, and the use of intermediaries. The article will focus on Yunus Nadi’s [Abalıoğlu] financial entanglement with the fascist regime in 1931 and 1932. It will throw light on how documents in the Italian state archives illustrate that Cumhuriyet’s coverage of fascism was influenced by financial considerations. The discussion will also seek to highlight the Turkish service of Radio Bari, the Arabic broadcasting of which dominated discussions in the literature. The conclusion will review the methods and consider why some, such as the use of local ‘fascist’ groups, proved unsuccessful in Turkey, whereas others, like radio, offered much promise in reaching out to the wider public. [ABSTRACT FROM AUTHOR]

Some research was conducted on the conditions that gave rise to the authoritarian personalities at the root of fascism in the 20th century that is the age of wars and mass deaths. One of these is the large-scale research conducted in 1950, known as Authoritarian Personality. Theodor W. Adorno, one of the theorists of the Frankfurt School, is among the thinkers who contributed to this study. Adorno's contribution to the research was published as "The Authoritarian Personality" and was used in critical studies. In this study, Adorno researched what the authoritarian personality is, which he sees among the causes of antisemitism and fascism, and what conditions are effective in the formation of this personality. This article, based on Adorno's work, problematizes authoritarian personality representations in cinema. Authoritarian personality elements were searched and analyzed in the films using sociological criticism, psychoanalytic criticism and ideological criticism in the study. The films named Painted Bird (Nabarvené ptáče, 2019) and The Wave (Die Welle, 2008), which were determined as samples in the study, were analyzed in line with these theoretical discussions. It was concluded that all authoritarian personality traits are represented in both films. The fact that the same result is observed in two different films, set in different countries and depicting events in different social structures, shows that authoritarian personality traits can emerge and turn into a danger when they find a suitable environment. Cinema films that contain the sociological situations of societies also successfully reflect this situation. The events, situations and characters represented in the two films selected as samples also confirm these findings. [ABSTRACT FROM AUTHOR]