Introduction to How Can the Children of World War II German National Socialist Sympathizers and Jewish Survivors Talk to Each Other

2012 ◽  
Vol 2 (4) ◽  
pp. 350-352
Author(s):  
David W. Cline
Author(s):  
Julie Hubbert

Much has been said about the Nazi appropriation of Wagner’s music in the 1930s and 1940s. As early as 1933, Hitler transformed the Bayreuth Festival into a celebration of National Socialist ideology and propagated miniature Wagner festivals to celebrate his own birthday. Wagner’s music also resounded throughout the culture and media at large. What has been less understood and examined, however, is how this same music was also used in nonnarrative films, newsreels, government documentaries, and industrial and advertising films of the period. Here the appropriation of Wagner is more complex and problematic. Master Hands (1936), the critically acclaimed, feature-length industrial film sponsored by the American car company Chevrolet, is an excellent example. As several film scholars have observed, the film is an artistic advertisement for the American automobile industry that borrows heavily from Riefenstahl’s Triumph of the Will. But the film’s score, a compilation full of Wagner excerpts, arranged by composer Samuel Benavie and performed by the Detroit Symphony Orchestra, about which almost nothing has been said, is equally propagandistic. By examining the music for this industrial advertisement for Chevrolet, this chapter not only re-examines the reception of Wagner in the United States between the World War I and World War II but also examines the integral role his music played in the creation of American films of persuasion. It explores the use U.S. industrial filmmakers made of Wagner’s music as an audible signifier not for German fascism but to advertise for American democracy, industry, and capitalism.


Author(s):  
Vēsma Lēvalde

The article is a cultural-historical study and a part of the project Uniting History, which aims to discover the multicultural aspect of performing art in pre-war Liepaja and summarize key facts about the history of the Liepāja Symphony Orchestra. The study also seeks to identify the performing artists whose life was associated with Liepāja and who were repressed between 1941 and 1945, because of aggression by both the Soviet Union and National Socialist Germany. Until now, the cultural life of this period in Liepāja has been studied in a fragmentary way, and materials are scattered in various archives. There are inaccurate and even contradictory testimonies of events of that time. The study marks both the cultural and historical situation of the 1920s and the 1930s in Liepāja and tracks the fates of several artists in the period between 1939 and 1945. On the eve of World War II, Liepāja has an active cultural life, especially in theatre and music. Liepāja City Drama and Opera is in operation staging both dramatic performances, operas, and ballet, employing an orchestra. The symphony orchestra also operated at the Liepāja Philharmonic, where musicians were recruited every season according to the principles of contemporary festival orchestras. Liepāja Folk Conservatory (music school) had also formed an orchestra of students and teachers. Guest concerts were held regularly. A characteristic feature of performing arts in Liepaja was its multicultural character – musicians of different nationalities with experience from different schools of the world were encountered there. World War II not only disrupted the balance in society, but it also had a very concrete and tragic impact on the fates of the people, including the performing artists. Many were killed, many repressed and placed in prisons and camps, and many went to exile to the West. Others were forced to either co-operate with the occupation forces or give up their identity and, consequently, their career as an artist. Nevertheless, some artists risked their lives to save others.


2021 ◽  
pp. 288-311
Author(s):  
Helen Roche

Heinrich Himmler, August Heißmeyer, and the NPEA Inspectorate were eager to create a transnational empire of Napolas and ‘Reichsschulen’ in all of the territories occupied by Nazi Germany during World War II. These schools both mirrored and contributed to broader National Socialist occupation and Germanization policies throughout Eastern and Western Europe. They were intended to create a cadre of ‘Germanic’ or ‘Germanizable’ leaders, loyal above all to the SS. The chapter begins by exploring the genesis of the Reichsschulen in the occupied Netherlands—Valkenburg and Heythuysen—which were adopted as a ‘Germanic’ prestige project by the Reich Commissioner of the Netherlands, Arthur Seyß-Inquart. The chapter then turns eastwards to consider the role of the Napolas which were established in the conquered Czech and Polish lands, focusing on NPEA Sudetenland in Ploschkowitz (Ploskowice), NPEA Wartheland in Reisen (Rydzyna), and NPEA Loben (Lubliniec). All in all, the Napola selection process in the occupied Eastern territories can be seen as the peak of all the ‘racial sieving’ processes which the Nazi state forced ‘ethnic Germans’ (Volksdeutsche), Czechs, and Poles to undergo, inextricably bound up with the Third Reich’s wider race, resettlement, and extermination policies. The ultimate aim of all of these schools was to mingle Reich German and ‘ethnic German’ or ‘Germanic’ pupils, educating the two groups alongside each other, in order to create a unified cohort of leaders for the future Nazi empire, and to reclaim valuable ‘Germanic blood’ for the Reich.


2009 ◽  
Vol 101 (21) ◽  
pp. 1489-1500 ◽  
Author(s):  
L. Keinan-Boker ◽  
N. Vin-Raviv ◽  
I. Liphshitz ◽  
S. Linn ◽  
M. Barchana

2018 ◽  
Vol 7 (5) ◽  
pp. 136
Author(s):  
Murad Karasoy

It is understood that the education’s being brought under the control of government and educational activities carried out under the name of character and race unity education were tools for the destruction of the individual and masses during the national socialist era in Germany. For this reason, the state’s monopolizing and more or less intervening in moral education can be regarded as a fascist act. The connection of altruism with race and the fact that race consciousness has aspects supporting the idealism have been abused by the fascist education. The fact that the individuals were directed to race by being impregnated with the sense of altruism showed how the two basic principles of national socialist education complemented each other. On the one hand, the individual was taught how to be altruistic, on the other hand, the superiority, holiness and supremacy of race were romanticized, and the infrastructure of the reason for the necessity of being altruistic was instilled on their mind.This study, which was made by reviewing the documents of Hitler (1938), Kubizek (1954), Schirach (1967), Gay (1968), Fest (1970 and 1973), Noakes (1971), Giles (1985), Domarus (1990), Burleigh and Wippermann (1991) and Canetti (2014), not only shows the fact that the character and race unity education that Nazis gave in schools wasn’t compatible with universal principles, but also the fact that the number of children in school age who died during the World War II reached a half million teaches how to act against the negative success of the fascist education that is focused on destruction.


Author(s):  
Jack Jacovou

CESAA Essay Competition 2018 – Undergraduate winner: Jack JacovouThis essay will submit three arguments which will sustain this thesis respectively: 1) the incorporation of expellees, the expellee movement, and their irredentism which romanticised the Nazi period, saw a form political extremism rise as a direct consequence of the breakup of Germany after World War II (WWII)1; 2) the decline of the German Communist Party (KPD) and National Socialist German Workers’ Party (NSDAP) reflected Germans becoming critical of the political extremism prevalent between the 1919 until 19452; 3) influenced by both the War and German history wholistically, the Allies and Germans crafted a Basic Law (Grundgesetz) which embodied a strong parliamentary and federal system.3 With all this in mind, the first argument to highlight how Germany drew upon its history to craft new political institutions and a new culture, is the incorporation of the expellees and their irredentism.


2018 ◽  
pp. 131-142
Author(s):  
Adam Cathcart ◽  
Robert Winstanley-Chesters

This article analyses scholarship and memoir writing by German geographer Gustav Fochler-Hauke with respect to Korean settlement in Manchuria, and along the Tumen and Yalu/Amnok rivers in the 1930s and early 40s. The research note demonstrates that while Focher-Hauke’s work has its value—not least due to the access he received thanks to the Japanese military government—his concepts of geopolitics and the influence of his mentor and collaborator, Karl Haushofer, renders the work flawed; its value as a historical source for scholars today is therefore limited. The research note begins with Fochler-Hauke’s rising profile within German geopolitical studies and turns toward that field’s documentation of Koreans in Manchuria, the role of borders between Korea and Manchuria, the blind eye turned toward Korean resistance to Japan, and the rehabilitation of some of these scholars and works after World War II.


2020 ◽  
pp. 123-162
Author(s):  
Caroline Mezger

Chapter 3 is dedicated to the German occupation of the Western Banat during World War II. Employing archival and press sources from Germany and Serbia, as well as original oral history interviews, it explores the interplay between Reich-German and local Donauschwaben authorities in shaping institutions that would profoundly affect ethnic German children and young people’s wartime experience and conceptualizations of “Germanness”: the National Socialist Volksgruppenführung (minority leadership), the German-language school, and the Church. As the chapter shows, experiences of violence, the Nazi takeover of virtually all local ethnic German organizations, and the disappearance of any official religious alternatives caused an at least public equation of “German” with “National Socialist”—a definition which would be promoted, ignored, and resisted by individual youth.


2009 ◽  
Vol 26 (1) ◽  
pp. 17-43 ◽  
Author(s):  
Joy H. Calico

Abstract Musicologists have recently begun to study a crucial component in the reconstruction of European cultural life after World War II——the remigration of displaced musicians, either in person or (adopting Marita Krauss's notion of "remigrating ideas") in the form of their music. Because composers are most significantly present in the aural materiality of their music, and because Arnold Schoenberg's name was synonymous with modernism and its persecution across Europe, his symbolic postwar reappearance via performances of his music was a powerful and problematic form of remigration. The case of Schoenberg's A Survivor from Warsaw and the former Nazi music critic Hans Schnoor serves as a representative example. Schnoor derided Schoenberg and Survivor in a newspaper column in 1956 using the rhetoric of National Socialist journalism as part of his campaign against federal funding of musical modernism via radio and festivals. When radio journalist Fred Prieberg took him to task for this on the air, Schnoor sued for defamation. A series of lawsuits ensued in which issues of denazification and the occupying Allied forces put a distinctly West German spin on the universal postwar European themes of anti-Semitism, the Holocaust, remigration, and modernism.


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