DOCSLIB.ORG

Conformity and Consent in the National Community 283

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Conformity and Consent in the National Community 283 Chapter 6 Conformity The Scope and Sequence and Consent in Individual Choosing to & Society Participate the National We & They Judgment, Memory & Legacy The Holocaust Community FPG / Staff / Gey Images / Gey FPG / Staff HaHB_chapter6_v1_PPS.indd 280 3/7/17 4:35 PM Overview By 1934, Hitler considered the National Socialist revolution in Germany complete. In control of the nation, the Nazis turned their attention to creating a racially pure “national community” in which Nazism was not revolutionary but normal. This chapter focuses on the methods the Nazis used to get individuals to conform, if not consent, to their vision for German society. It also focuses on the consequences faced by those who did not fit into the “national community” the Nazis envisioned. HaHB_chapter6_v1_PPS.indd 281 3/7/17 4:35 PM Chapter 6 Introduction By 1934, Germany was firmly under Nazi control. After President von Essential Hindenberg’s death in August of that year, Adolf Hitler declared himself Questions not only the nation’s chancellor but also its Führer. The revolution was over, he told his closest associates. It was now time to consolidate power • In what ways did the and normalize life in the “new Germany” they had created. The Nazis Nazis use laws to create were determined to create a Volksgemeinschaft—a “national community” “in” groups and “out” groups in German society? or, literally, a “people’s community.” How did they also appeal The term had become popular during World War I as a way of rallying to people’s hearts and support for the conflict. At that time, it simply meant that all Germans, minds? regardless of class, religious, and social differences, would work together • What were some of the to achieve a national purpose—winning the war. But the Nazis interpreted reasons that the Na- its meaning differently. They used the word to advance the idea of a racial- zis’ idea of a “national ly pure and harmonious national community united in its devotion to the community” appealed German people, their nation, and their leader. In the words of a popular to many Germans? Why Nazi slogan, the goal was “Ein Volk! Ein Reich! Ein Führer!” (“One People! did it appeal to particular One Empire! One Leader!”) groups, like young people? As the slogan suggests, the Nazis viewed National Socialism as more than • What did it mean to be a set of political ideas. Joseph Goebbels, Hitler’s minister of propaganda, an outsider or even a called it a “total and all-encompassing general perspective on all public dissenter in an otherwise matters.” It was an ideology—a system of closely related ideals and beliefs. “racially pure and harmo- Goebbels said of Nazi ideology: nious national communi- ty”? What did it mean to We hope that the day will come when nobody needs to talk about National So- be an insider? cialism any more, since it has become the air that we breathe! . People must get used inwardly to this way of behaving; they must make it into their own set of attitudes.1 Hitler described the foundation for the national community in his book Mein Kampf: If one were to divide mankind into three species: the culture-creators, the cul- ture-bearers, and the culture-destroyers, the Aryan would fit the first definition. It is to him that we must trace the foundations and the walls of all that human beings have created. The most powerful [opposite] to the Aryan is the Jew . The Jew possesses no culture-creating ability whatever, since he does not, and never did have that quality without which man cannot truly develop toward a higher order: idealism. Therefore, his intellect will never act as a constructive force. He is and remains the typical parasite, a sponger who, like a malign bacillus, spreads more and more as long as he will find some favorable feeding ground.2 1 Quoted in Richard J. Evans, The Third Reich in Power (New York: Penguin, 2005), 221. 2 Quoted in Joachim Remak, ed., The Nazi Years: A Documentary History (New York: Simon & Schuster, 1969), 34. 282 HOLOCAUST AND HUMAN BEHAVIOR HaHB_chapter6_v1_PPS.indd 282 2/28/17 7:57 PM While the Nazis were clear about their ultimate goal of creating a “racially pure” state, they were also conscious of public opinion. They worked to cultivate consensus in German society even as they suppressed dissent. They established organizations for workers, women, young people, and other groups to build a feeling of connection to the Nazi government. They produced all kinds of propaganda designed to create allegiance to Nazi ideas. In an effort to avoid the appearance of lawlessness to order- minded Germans, they wrote most of their policies into new laws. They encouraged Germans to police their own behavior, and that of their neighbors, in accordance with those laws. And through their policies and propaganda, they set out to prepare Germans for war to acquire the “living space” that the “Aryan” race needed in order to grow and expand. Chapter 6 examines the Nazis’ efforts to create a Volksgemeinschaft and the important questions those efforts raise about obedience and conformity, persuasion and dissent. CHAPTER 6: CONFORMITY AND CONSENT IN THE NATIONAL COMMUNITY 283 HaHB_chapter6_v1_PPS.indd 283 2/28/17 7:57 PM Reading 1 The Common Interest before Self-Interest Six years before Hitler took power in Germany, Joseph Goebbels, the National Socialist Party’s propaganda expert, published a pamphlet that would be reprinted many times during the Nazi years. It spelled out the goals of National Socialism: What is the first commandment of every National Socialist? Love Germany more than anything and your fellow Germans more than yourself! What is the aim of the National Socialist idea of liberty? To create the national community of all honestly creative Germans! What is the content of that national community? Freedom and bread for every German! Who is a fellow German, a racial comrade? Every honestly creative German is, provided his blood, his customs, his culture are German and provided he speaks the German tongue! What is the basic economic principle with which National Socialism wishes to replace the present economic warfare of all against all? The Common Interest before Self-Interest!1 Connection Questions 1. How does this pamphlet define what it means to be German? What do you think Goebbels meant by the phrase “national community”? What might he have meant by “honestly creative German”? 2. What did National Socialism offer to these “honestly creative” Germans? What did it ask of them? 3. Why do you think this pamphlet was repeatedly reprinted? Why would a govern- ment want to encourage the values expressed in the pamphlet? 4. How does this pamphlet define the relationship between the individual and society? 1 Quoted in Joachim Remak, ed., The Nazi Years: A Documentary History (New York: Simon & Schuster, 1969), 39. 284 HOLOCAUST AND HUMAN BEHAVIOR HaHB_chapter6_v1_PPS.indd 284 2/28/17 7:57 PM Reading 2 Spying on Family and Friends As the Nazis worked to consolidate their power and build a cohesive “national community,” suppression of dissent played a key role. In 1933, the Nazis issued a decree that required Germans to turn in anyone who spoke against the party, its leaders, or the government (see “Outlawing the Opposition” in Chapter 5). That decree, “For the Defense against Malicious Attacks against the Government,” stated: 1. Whoever purposely makes or circulates a statement of a factual nature which is untrue or grossly exaggerated or which may seriously harm the welfare of the Reich or of a state, or the reputation of the National government or of a state gov- ernment or of parties or organizations supporting these governments, is to be pun- ished, provided that no more severe punishment is decreed in other regulations, with imprisonment of up to two years and, if he makes or spreads the statement publicly, with imprisonment of not less than three months. 2. If serious damage to the Reich or a state has resulted from this deed, penal servi- tude may be imposed. 3. Whoever commits an act through negligence will be punished with imprisonment of up to three months, or by a fine.1 To enforce the decree, the Nazis set up special courts to try people who were accused of “malicious attacks.” In December 1934, the government replaced the decree with the “Law against Malicious Attacks on State and Party,” adding a clause that criminalized “malicious, rabble-rousing remarks or those indicating a base mentality” against the Nazi Party or high-ranking government or party officials. Alfons Heck, then a member of the Hitler Youth, recalled the effects of the law. In 1938, he was living with his grandparents when his father came to visit. In retrospect, I think it was the last time my father railed against the regime in front of me. He wasn’t much of a drinker, but when he had a few too many, he had a tendency to shout down everyone else, not a small feat among the men of my family. “You mark my words, Mother,” he yelled, “that goddamned Austrian housepainter is going to kill us all before he’s through conquering the world.” And then his baleful eye fell on me. “They are going to bury you in this goddamned monkey suit [his Hitler Youth uniform], my boy,” he chuckled, but that was too much for my grandmother. 1 Quoted in Jeremy Noakes and Geoffrey Pridham, eds., Nazism: A History in Documents and Eyewitness Accounts, 1919–1945, vol. 1 (New York: Schocken, 1984), 478. CHAPTER 6: CONFORMITY AND CONSENT IN THE NATIONAL COMMUNITY 285 HaHB_chapter6_v1_PPS.indd 285 2/28/17 7:57 PM “Why don’t you leave him alone, Du dummer Narr [you stupid fool],” she said sharply, “and watch your mouth; you want to end up in the KZ [the German abbre- viation for concentration camp]?” He laughed bitterly and added: “So, it has come that far already, your own son turning you in?” My grandmother told me to leave the kitchen, but the last thing I heard was my father’s sarcastic voice.
Load more

Recommended publications
  • Lesson 12: Handout 4, Document 1 German Youth in the 1930S: Selected Excerpted Documents
    Lesson 12: Handout 4, Document 1 German Youth in the 1930s: Selected excerpted documents Changes at School (Excerpted from “Changes at School,” pp. 175–76 in Facing History and Ourselves: Holocaust and Human Behavior ) Ellen Switzer, a student in Nazi Germany, recalls how her friend Ruth responded to Nazi antisemitic propaganda: Ruth was a totally dedicated Nazi. Some of us . often asked her how she could possibly have friends who were Jews or who had a Jewish background, when everything she read and distributed seemed to breathe hate against us and our ancestors. “Of course, they don’t mean you,” she would explain earnestly. “You are a good German. It’s those other Jews . who betrayed Germany that Hitler wants to remove from influence.” When Hitler actually came to power and the word went out that students of Jewish background were to be isolated, that “Aryan” Germans were no longer to associate with “non-Aryans” . Ruth actually came around and apologized to those of us to whom she was no longer able to talk. Not only did she no longer speak to the suddenly ostracized group of class - mates, she carefully noted down anybody who did, and reported them. 12 Purpose: To deepen understanding of how propaganda and conformity influence decision-making. • 186 Lesson 12: Handout 4, Document 2 German Youth in the 1930s: Selected excerpted documents Propaganda and Education (Excerpted from “Propaganda and Education,” pp. 242 –43 in Facing History and Ourselves: Holocaust and Human Behavior ) In Education for Death , American educator Gregor Ziemer described school - ing in Nazi Germany: A teacher is not spoken of as a teacher ( Lehrer ) but an Erzieher .
    [Show full text]
  • Strong Cultures and Subcultures in Dynamic Organizations
    02-091 The Role of Subcultures in Agile Organizations Alicia Boisnier Jennifer A. Chatman1 1 The second author wrote this paper while a Marvin Bower Fellow at the Harvard Business School and is grateful for their support. We also thank Elizabeth Mannix, Rita McGrath, and an anonymous reviewer for their insightful suggestions. Copyright © 2002 by Alicia Boisnier and Jennifer A. Chatman Working papers are in draft form. This working paper is distributed for purposes of comment and discussion only. It may not be reproduced without permission of the copyright holder. Copies of working papers are available from the author. The Role of Subcultures in Agile Organizations Alicia Boisnier and Jennifer A. Chatman1 Haas School of Business University of California, Berkeley May 24, 2002 To appear in, R. Petersen and E. Mannix, Leading and managing people in dynamic organizations. Forthcoming, 2002. 1 The second author wrote this paper while a Marvin Bower Fellow at the Harvard Business School and is grateful for their support. We also thank Elizabeth Mannix, Rita McGrath, and an anonymous reviewer for their insightful suggestions. 2 Organizations face increasingly dynamic environments characterized by substantial, and often unpredictable technological, political, and economic change. How can organizations respond rapidly to such changes or become more agile? Organizational agility, according to Lee Dyer, “requires a judicious mix of stability and reconfigurability” (2001: 4). We consider an unlikely source of agility: organizational culture. This may seem like an odd juxtaposition since strong unitary cultures exert a stabilizing force on organizations by encouraging cohesion, organizational commitment, and desirable work behaviors among members (e.g., Deal & Kennedy, 1982; Nemeth & Staw, 1989; O'Reilly & Chatman, 1986).
    [Show full text]
  • We're Not Nazis, But…
    August 2014 American ideals. Universal values. Acknowledgements On human rights, the United States must be a beacon. This report was made possible by the generous Activists fighting for freedom around the globe continue to support of the David Berg Foundation and Arthur & look to us for inspiration and count on us for support. Toni Rembe Rock. Upholding human rights is not only a moral obligation; it’s Human Rights First has for many years worked to a vital national interest. America is strongest when our combat hate crimes, antisemitism and anti-Roma policies and actions match our values. discrimination in Europe. This report is the result of Human Rights First is an independent advocacy and trips by Sonni Efron and Tad Stahnke to Greece and action organization that challenges America to live up to Hungary in April, 2014, and to Greece in May, 2014, its ideals. We believe American leadership is essential in as well as interviews and consultations with a wide the struggle for human rights so we press the U.S. range of human rights activists, government officials, government and private companies to respect human national and international NGOs, multinational rights and the rule of law. When they don’t, we step in to bodies, scholars, attorneys, journalists, and victims. demand reform, accountability, and justice. Around the We salute their courage and dedication, and give world, we work where we can best harness American heartfelt thanks for their counsel and assistance. influence to secure core freedoms. We are also grateful to the following individuals for We know that it is not enough to expose and protest their work on this report: Tamas Bodoky, Maria injustice, so we create the political environment and Demertzian, Hanna Kereszturi, Peter Kreko, Paula policy solutions necessary to ensure consistent respect Garcia-Salazar, Hannah Davies, Erica Lin, Jannat for human rights.
    [Show full text]
  • Klaus Mann's Mephisto: a Secret Rivalry
    Studies in 20th Century Literature Volume 13 Issue 2 Article 6 8-1-1989 Klaus Mann's Mephisto: A Secret Rivalry Peter T. Hoffer Philadelphia College of Pharmacy and Science Follow this and additional works at: https://newprairiepress.org/sttcl Part of the German Literature Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Hoffer, Peter T. (1989) "Klaus Mann's Mephisto: A Secret Rivalry," Studies in 20th Century Literature: Vol. 13: Iss. 2, Article 6. https://doi.org/10.4148/2334-4415.1234 This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Studies in 20th Century Literature by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Klaus Mann's Mephisto: A Secret Rivalry Abstract Critics of the 1960s and 1970s have focused their attention on Klaus Mann's use of his former brother-in- law, Gustaf Gründgens, as the model for the hero of his controversial novel, Mephisto, while more recent critics have emphasized its significance as a work of anti-Fascist literature. This essay seeks to resolve some of the apparent contradictions in Klaus Mann's motivation for writing Mephisto by viewing the novel primarily in the context of his life and career. Although Mephisto is the only political satire that Klaus Mann wrote, it is consistent with his life-long tendency to use autobiographical material as the basis for much of his plot and characterization. Mann transformed his ambivalent feelings about Gründgens, which long antedated the writing of Mephisto, into a unique work of fiction which simultaneously expresses his indignation over the moral bankruptcy of the Third Reich and reveals his envy of Gründgens's career successes.
    [Show full text]
  • Signaling Conformity: Changing Norms in Japan and China
    Michigan Journal of International Law Volume 27 Issue 3 2006 Signaling Conformity: Changing Norms in Japan and China David Nelken University of Macerata Follow this and additional works at: https://repository.law.umich.edu/mjil Part of the Comparative and Foreign Law Commons, Law and Society Commons, and the Rule of Law Commons Recommended Citation David Nelken, Signaling Conformity: Changing Norms in Japan and China, 27 MICH. J. INT'L L. 933 (2006). Available at: https://repository.law.umich.edu/mjil/vol27/iss3/8 This Comment is brought to you for free and open access by the Michigan Journal of International Law at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Journal of International Law by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. COMMENT SIGNALING CONFORMITY: CHANGING NORMS IN JAPAN AND CHINA David Nelken* The transnational circulation of people and ideas is transform- ing the world we live in, but grasping its full complexity is extraordinarilydifficult. It is essential to focus on specific places where transnationalflows are happening. The challenge is to study placeless phenomena in a place, to find small interstices in global processes in which critical decisions are made, to track the information flows that constitute global discourses, and to mark the points at which competing discourses intersect in the myriad links between global and local conceptions and institu- tions. -Sally Merry' In the current restructuring of world order, scholars of international and comparative law encounter unprecedented opportunities to offer in- sights into legal and social change, as well as to debate how such developments should best be regulated.
    [Show full text]
  • Parallel Journeys:Parallel Teacher’S Guide
    Teacher’s Parallel Journeys: The Holocaust through the Eyes of Teens Guide GRADES 9 -12 Phone: 470 . 578 . 2083 historymuseum.kennesaw.edu Parallel Journeys: The Holocaust through the Eyes of Teens Teacher’s Guide Teacher’s Table of Contents About this Teacher’s Guide.............................................................................................................. 3 Overview ............................................................................................................................................. 4 Georgia Standards of Excellence Correlated with These Activities ...................................... 5 Guidelines for Teaching about the Holocaust .......................................................................... 12 CORE LESSON Understanding the Holocaust: “Tightening the Noose” – All Grades | 5th – 12th ............................ 15 5th Grade Activities 1. Individual Experiences of the Holocaust .......................................................................... 18 2. Propaganda and Dr. Seuss .................................................................................................. 20 3. Spiritual Resistance and the Butterfly Project .................................................................. 22 4. Responding to the St. Louis ............................................................................................... 24 5. Mapping the War and the Holocaust ................................................................................. 25 6th, 7th, and 8th Grade Activities
    [Show full text]
  • Carpeta QL69-3-2018 FINAL Parte 1.Indb 9 30/05/2019 10:48:12 VICENT MINGUET
    LAS REGLAS DE LA MÚSICA Y LAS LEYES DEL ESTADO: LA ENTARTETE MUSIK Y EL TERCER REICH THE RULES OF MUSIC AND THE STATE’S LAWS: ENTARTETE MUSIK AND THE THIRD REICH Vicent Minguet• Debemos cuidarnos de introducir un nuevo estilo de música, ya que nos pondríamos en peligro; pues tal como dice Damón, y yo igualmente estoy convencido de ello, en ningún sitio se cambian las reglas de la música sin que se cambien también las principales leyes del estado. Ahí es donde, según parece, deben establecer su cuerpo de guardia los guardianes. Ahí es, en efecto, donde, al insinuarse, la ilegalidad pasa más fácilmente inadvertida. Platón, República IV, 424. RESUMEN La idea de una Entartete Musik (Música degenerada) se originó en la Alemania del Tercer Reich entre 1937 y 1938 como concepto paralelo al de Entartete Kunst (Arte degenerado), que permitía diferenciar claramente entre un arte alemán “bueno” o puro, y otro “degenerado” que fue prohibido por el Estado. Con el objeto de aclarar los orígenes y las mentalidades que dieron lugar a esta distinción, en el presente artículo examinamos el contexto cultural en que se desenvolvió la maquinaria política, legislativa y burocrática del gobierno nazi. El resultado pone de manifiesto una clara motivación racial: un antisemitismo que en el terreno artístico se remonta al siglo XIX. Palabras Clave: Música degenerada; Arte degenerado; Tercer Reich; Antisemitismo. • Vicent Minguet es músico y musicólogo. Doctor por la Universidad de Valencia con una tesis sobre la significación de la obra de Olivier Messiaen, Master of Arts por la Universidad de Fráncfort y por la Escuela Superior de Música de Basilea.
    [Show full text]
  • Banned Composers in the Nazi Era Guest Artists Jocelyn Adelman, Violin Amanda Halstead, Piano with KSU Professor Laurence Sherr
    School of Music & Museum of History and Holocaust Education present A Kristallnacht Commemoration Lecture-Recital ‘Degenerate Music’: Banned Composers in the Nazi Era Guest Artists Jocelyn Adelman, violin Amanda Halstead, piano with KSU Professor Laurence Sherr Partnership between KSU and the Anti-Defamation League Southeast Final event in the ADL series Celebrating Defiance Monday, November 5, 2012 7:30 p.m. Music Building Recital Hall Twenty-seventh Concert of the 2012-2013 Season Kennesaw State University School of Music & Museum of History and Holocaust Education Music Building Recital Hall November 5, 2012 ADL Presentation – “No Place for Hate” Bill Nigut, Southeast Regional Director, Anti-Defamation League Holli Levinson, Education Director, Anti-Defamation League Dr. Catherine Lewis, Executive Director, Museum of History and Holocaust Education ‘Degenerate Music’: Banned Composers in the Nazi Era Lecture by Dr. Laurence Sherr INTERMISSION And Their Music Lives On... Recital presenting music by composers suppressed by the Nazis Jocelyn Adelman, violin Amanda Halstead, piano Sonata in F Major, Op. 3 (1920) Ernst Krenek Allegro ma non troppo (1900-1991) Scherzo Sonata No. 2, Op. 40 (1917) Darius Milhaud Pastoral (1892-1974) Vif Lent Tres vif Serenade in A Major (1895) Alexander Zemlinsky Massig (1872-1942) Langsam, mit grossem Ausdruck Sehr schnell und leicht Walzer-tempo Schnell “Culture in the Third Reich: Disseminating the Nazi Worldview” United States Holocaust Memorial Museum website article National Socialism represented much more than a political movement. Nazi leaders who came to power in January 1933 desired more than to gain political authority, to revise the Versailles Treaty, and to regain and expand upon those lands lost after a humiliating defeat in World War I.
    [Show full text]
  • Holocaust Memorial Resource and Education Center of Florida – Holocaust Lesson Plans
    HOLOCAUST MEMORIAL RESOURCE AND EDUCATION CENTER OF FLORIDA – HOLOCAUST LESSON PLANS Lesson Title: A Primary Source from Nazi Germany: The Appeal of the Nazis (Part Two) Lesson Details: Unit: Before the Holocaust: Jewish Life in Europe and the Duration: One 45-50 minute class period, not including Rise of Nazism in Germany extension activities Lesson Notes for Teachers: Alfons Heck was only a little boy when he became enamored with Adolf Hitler. We might be tempted to dismiss his attraction to youth and inexperience except for the fact that so many adults shared his passion. The reading selection at the heart of this lesson describes the pageantry and emotional appeal of the Nazis. If you read between the lines, you may also discern the underlying conditions in Germany that made this situation possible. It should also be noted that it took Alfons Heck about three decades to fully acknowledge the evil of the Nazi regime and what happened to him as a part of it. In his later life in the United States, he has spoken to school groups together with a Jewish Holocaust survivor to share his “view from the inside” with students. Design Questions/Lesson Focus/Marzano Elements: • How can individuals be persuaded to join groups that contradict previously-held beliefs or values? • Are people personally responsible for accepting false and/or harmful ideas communicated through propaganda and accepted by others in the community? Do the ages of the people in question impact their level of responsibility? If so, how? _X_ Introducing New Knowledge DQ2 _X_ Deepening or Practicing DQ3 _X_ Generating Hypotheses DQ4 Main Element: 6 – Identifying critical Main Element: 18 – Helping students Main Element: 22 – Engaging content examine their reasoning students in cognitively complex tasks involving hypothesis generation and testing Focus Standards/Benchmarks: Please note – These lessons are designed to be flexible for use in a variety of Florida- approved middle and high school Social Studies and ELA courses.
    [Show full text]
  • Transnational Neo-Nazism in the Usa, United Kingdom and Australia
    TRANSNATIONAL NEO-NAZISM IN THE USA, UNITED KINGDOM AND AUSTRALIA PAUL JACKSON February 2020 JACKSON | PROGRAM ON EXTREMISM About the Program on About the Author Extremism Dr Paul Jackson is a historian of twentieth century and contemporary history, and his main teaching The Program on Extremism at George and research interests focus on understanding the Washington University provides impact of radical and extreme ideologies on wider analysis on issues related to violent and societies. Dr. Jackson’s research currently focuses non-violent extremism. The Program on the dynamics of neo-Nazi, and other, extreme spearheads innovative and thoughtful right ideologies, in Britain and Europe in the post- academic inquiry, producing empirical war period. He is also interested in researching the work that strengthens extremism longer history of radical ideologies and cultures in research as a distinct field of study. The Britain too, especially those linked in some way to Program aims to develop pragmatic the extreme right. policy solutions that resonate with Dr. Jackson’s teaching engages with wider themes policymakers, civic leaders, and the related to the history of fascism, genocide, general public. totalitarian politics and revolutionary ideologies. Dr. Jackson teaches modules on the Holocaust, as well as the history of Communism and fascism. Dr. Jackson regularly writes for the magazine Searchlight on issues related to contemporary extreme right politics. He is a co-editor of the Wiley- Blackwell journal Religion Compass: Modern Ideologies and Faith. Dr. Jackson is also the Editor of the Bloomsbury book series A Modern History of Politics and Violence. The views expressed in this paper are solely those of the author, and not necessarily those of the Program on Extremism or the George Washington University.
    [Show full text]
  • MALTESE E-NEWSLETTER 327 July 2020 1
    MALTESE E-NEWSLETTER 327 July 2020 1 MALTESE E-NEWSLETTER 327 July 2020 Maltese all out to secure victory for the Maltese flag The flags of all the world’s nations are competing in a competition on Facebook through the World Flags Tournament page. However, what should have been a survey in light vein has been taken seriously by the Maltese, so much so that the Maltese flag has polled the highest ever number of votes ever received by a flag on this page, even exceeding that of Costa Rica. A short time ago the Maltese flag even managed to win the latest competition, against the Nepalese flag, with 54% of the votes going to Malta against 46% for Nepal. MALTA INTERNATIONAL AIRPORT concert to mark airport reopening As the sun goes down on the past few quiet months, we’re turning up the volume with Sounds Like Malta to celebrate Malta Airport’s re-opening ON Wednesday We can’t wait to welcome you back to Malta, so we’re kicking off the celebrations right now. Malta International Airport, Sound Salon, G7 events, Malta Philharmonic Orchestra, Visit Malta, LEX together with Malta International Airport ambassadors Joe Roscoe and Nicola Said - Soprano. A number of planes sit idle in Luqa, dying to get back into the air. Since March,the place has been a NOISELESS cemetery. Malta International Airport will come back to life on Wednesday 1 July after the unprecedented circumstances in which we all found ourselves during the last few weeks, which also meant that the airport was forced to close its doors.The music will feature a number of videos that are a testament to the beauty of the Maltese archipelago.
    [Show full text]
  • Menstrual Justice
    Menstrual Justice Margaret E. Johnson* Menstrual injustice is the oppression of menstruators, women, girls, transgender men and boys, and nonbinary persons, simply because they * Copyright © 2019 Margaret E. Johnson. Professor of Law, Co-Director, Center on Applied Feminism, Director, Bronfein Family Law Clinic, University of Baltimore School of Law. My clinic students and I have worked with the Reproductive Justice Coalition on legislative advocacy for reproductive health care policies and free access to menstrual products for incarcerated persons since fall 2016. In 2018, two bills became law in Maryland requiring reproductive health care policies in the correctional facilities as well as free access to products. Maryland HB 787/SB629 (reproductive health care policies) and HB 797/SB 598 (menstrual products). I want to thank the Coalition members and my students who worked so hard on these important laws and are currently working on their implementation and continued reforms. I also want to thank the following persons who reviewed and provided important feedback on drafts and presentations of this Article: Professors Michele Gilman, Shanta Trivedi, Virginia Rowthorn, Nadia Sam-Agudu, MD, Audrey McFarlane, Lauren Bartlett, Carolyn Grose, Claire Donohue, Phyllis Goldfarb, Tanya Cooper, Sherley Cruz, Naomi Mann, Dr. Nadia Sam-Agudu, Marcia Zug, Courtney Cross, and Sabrina Balgamwalla. I want to thank Amy Fettig for alerting me to the breadth of this issue. I also want to thank Bridget Crawford, Marcy Karin, Laura Strausfeld, and Emily Gold Waldman for collaborating and thinking about issues relating to periods and menstruation. And I am indebted to Max Johnson-Fraidin for his insight into the various critical legal theories discussed in this Article and Maya Johnson-Fraidin for her work on menstrual justice legislative advocacy.
    [Show full text]