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Education and fascism : political identity and social education in Nazi Germany / edited by Heinz Sünker and Hans-Uwe Otto
London ; Washington, D.C. : Falmer Press, c1997
book jacket
Location Call Number Status
 4th Floor  LA721.81 .E38 1997    AVAILABLE
 CEHHS Curriculum Knowledge Center, Rm 265  CL 335.6 EDU    AVAILABLE
Subject(s) Fascism and education -- Germany -- History -- 20th century
Education -- Political aspects -- Germany -- History -- 20th century
Subject Germany -- Politics and government -- 1933-1945
Physical Description viii, 180 p. ; 24 cm
Note Includes bibliographical references and index
Contents Political culture and education in Germany / Heinz Sünker -- Volk community: identity formation and social practice / Heinz Sünker and Hans-Uwe Otto -- National-Socialist youth policy and the labour service: the work camp as an instrument of social discipline / Peter Dudek -- Totalizing of experience: educational camps / Jürgen Schiedeck and Martin Stahlmann -- Youth welfare, social crisis, and political reaction: correctional education in the final phase of the Weimar Republic / Elizabeth Harvey -- Emancipation or social incorporation: girls in the Bund Deutscher Mädel / Dagmar Reese -- Why did social workers accept the new order? / Stefan Schnurr -- Social work as social education / Heinz Sünker and Hans-Uwe Otto -- After Auschwitz: the quest for democratic education / Heinz Sünker
Summary Can we learn from history? More specifically, have we learned from the social history of Nazi Germany and its effects on people living today?
Note In seeking answers to these questions the articles in this collection are concerned with unravelling and analysing the social framework of Nazism. Key to understanding that framework is the relationship between identity-formation, political culture and pedagogic activities. In this context, the question of the causes of Nazism and of its instigators, of its political and pedagogic traditions, orientations, classes and social milieu, takes on a special meaning in relation to the expansion and maintenance of Nazi domination. Of particular importance is the mediation between terrorist domination and an everyday life suggestive of normality. The authors suggest that the formative capture of all members of this society succeeded essentially through an 'education toward folk community'
When the ideology of folk community encourages processes of social integration and exclusion; when it is a matter of 'human selection'; when it concerns culprits, victims and accomplices, the decisive question becomes: How can an ideology mediated by pedagogic practices operate so effectively that it apparently provided many in Nazi Germany with a 'functioning' identity?
Series CEHHS Curriculum Knowledge Center
Knowledge, identity, and school life series ; 6
Alternate Author Sünker, Heinz
Otto, Hans-Uwe

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