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This book investigates the anti-Semitic foundations of Nazi curricula for elementary schools, with a focus on the subjects of biology, history, and literature. Gregory Paul Wegner argues that any study of Nazi society and its values must probe the education provided by the regime. Schools, according to Wegner, play a major role in advancing ideological justifications for mass murder, and in legitimizing a culture of ethnic and racial hatred. Using a variety of primary sources, Wegner provides a vivid account of the development of Nazi education.
Numerous scholars explore the moral, aesthetic, and political outcomes of the Holocuast from the perspectives of various academic backgrounds, including: art, literature, political science, education and history.
This book investigates the anti-semitic foundations of Nazi curricula for elementary schools, with a focus on the subjects of biology, history, geography, race hygiene and literature. The author argues that any study of Nazi society and its values must probe the education provided by the regime in order to understand how the official knowledge of the state was circulated and legitimized. Anti Semitism and Schooling under the Third Reich chronicles an extreme case of what happens when schools are put in the service of a political and racial agenda. Schools, according to Wegner, play a major role in advancing ideological justifications for mass murder, and in legitimising a culture of ethnic and racial hatred. Using a variety of primary sources, Wegner provides a vivid account of the development of Nazi education.
Teaching a Dark Chapter explores how textbook narratives about the Fascist/Nazi past in Italy, East Germany, and West Germany followed relatively calm, undisturbed paths of little change until isolated "flashpoints" catalyzed the educational infrastructure into periods of rapid transformation. Though these flashpoints varied among Italy and the Germanys, they all roughly conformed to a chronological scheme and permanently changed how each "dark past" was represented. Historians have often neglected textbooks as sources in their engagement with the reconstruction of postfascist states and the development of postwar memory culture. But as Teaching a Dark Chapter demonstrates, textbooks yield n...
Uses the Holocaust to raise issues of memory and representation; argues that history is the systematization of memory. Examines the way the Holocaust gets represented in historical texts and in novels.
Considering the great influence textbooks have as interpreters of history, politics and culture to future generations of citizens, it is no surprise that they generate considerable controversy. Focusing largely on textbook treatment of lingering - and sometimes explosive - tensions originating in World War II, "Censoring History" addresses issues of textbook nationalism in historical and comparative perspective. Discussions include Japan's Comfort Women and the Nanjing Massacre; Nazi genocide against the Jews, Gypsies, Catholics and others; Hiroshima and Nagasaki, and the Indochina wars. The essays address controversies over textbook content around the globe: How and why do specific representations of war evolve? What are the international and national forces affecting how textbook writers, publishers and state censors depict the past? How do these forces differ from country to country? Other comparative essays analyze nationalist and war controversies in German, US and Chinese textbook debates.
As Stefan Ihrig shows in this first comprehensive study, many Germans sympathized with the Ottomans’ longstanding repression of the Armenians and with the Turks’ program of extermination during World War I. In the Nazis’ version of history, the Armenian Genocide was justifiable because it had made possible the astonishing rise of the New Turkey.
In an increasingly homogeneous higher education landscape, does organizational identity still matter? Specifically, church-related higher education has experienced seismic shifts since the mid-1960s. Framed by emerging research on organizations and theories of isomorphism, this book traces the forty-year narratives of three colleges of the Evangelical Lutheran Church in America--Concordia College, Gettysburg College, and Lenoir-Rhyne University. Are these schools seeking to preserve their religious identities, and if so, what organizational strategies are supporting these efforts? In-depth personal interviews, rigorous document analysis, and thoughtful observation give voice to the three stories detailed in College Identity Sagas. For those interested in distinctive colleges, religiously affiliated higher education, and organization and institutional theories, this book is a vital resource.
A provocative collection that explores how intentional ignorance seeps into formal education. Honorable Mention for the PROSE Education Theory Award of the Association of American Publishers Ignorance, or the study of ignorance, is having a moment. Ignorance plays a powerful role in shaping public opinion, channeling our politics, and even directing scholarly research. The first collection of essays to grapple with the historical interplay between education and ignorance, Miseducation finds ignorance—and its social production through naïveté, passivity, and active agency—at the center of many pivotal historical developments. Ignorance allowed Americans to maintain the institution of sl...
Apologia Politica defines and explores the nature of public apology, or what Nicholas Tavuchis calls 'an apology from the many to the many.' Focusing on collectivities and their agencies in the apology process, author Girma Negash examines public apology as ethical and public discourse, recommends criteria for the apology process, analyzes historical and contemporary cases, and formulates a guide to ethical conduct in public apologies.