Erziehung Zur Männlichkeit/Weiblichkeit in Der Zeit Des Nationalsozialismus Masterarbeit

Total Page:16

File Type:pdf, Size:1020Kb

Erziehung Zur Männlichkeit/Weiblichkeit in Der Zeit Des Nationalsozialismus Masterarbeit Erziehung zur Männlichkeit/Weiblichkeit in der Zeit des Nationalsozialismus Einfluss von Parteiorganisationen und Schule sowie Analyse von ausgewählten Schul- und Kinderbüchern und Jugendzeitschriften Masterarbeit zur Erlangung des akademischen Grades einer Magistra der Philosophie an der Karl-Franzens-Universität Graz vorgelegt von Elisabeth Morales Inarejos-Matscheko Matrikelnummer: 1013827 am Institut für Erziehungs- und Bildungswissenschaft Begutachterin: Univ.-Doz.in Mag.a Dr.in Gabriele Sorgo Mürzzuschlag, Oktober 2015 Eidesstattliche Erklärung Ich erkläre hiermit eidesstattlich, dass ich die vorliegende Masterarbeit selbständig und ohne fremde Hilfe verfasst, andere als die angegebenen Quellen und Hilfsmittel nicht benutzt und die den benutzten Quellen wörtlich oder inhaltlich entnommenen Stellen als solche kenntlich gemacht habe. Die Arbeit wurde bisher in gleicher oder ähnlicher Form keiner anderen Prüfungskom- mission vorgelegt und auch nicht veröffentlicht. Elisabeth Morales Inarejos-Matscheko Mürzzuschlag, Oktober 2015 2 Für meinen Papa! In Liebe und Dankbarkeit! Und für meine Oma! In lieber Erinnerung! 3 Ich möchte mich bei allen bedanken, die mich während meines Studiums und beim Erstellen dieser Arbeit unterstützt haben. Einen herzlichen Dank an Frau Univ.-Doz. Mag.ª Dr. Gabriele Sorgo für die Betreuung der vorliegenden Masterar- beit und an meine Eltern und an meine Kinder Andrés und Enrique, die mir während der gesamten Studienzeit tatkräftig und mit viel Verständnis zur Seite gestanden sind. Ein weiterer Dank gebührt meinen Studienkolleginnen, die ebenfalls meine Arbeit nach Fehlern korrekturgelesen und Anregungen gegeben haben! 4 Abstract Tausende von Büchern über die grausame Zeit des Nationalsozialismus und über die Er- ziehung der heranwachsenden Jugend wurden bereits publiziert. Die Erziehungsgrund- sätze basierten auf Rasse und militärischer Ausbildung mit dem Ziel, Menschen zu ma- nipulieren, ihr Leben dem Vaterland und dem Führer zu opfern und die Körper der Kna- ben und Mädchen zu stählen. Ziel der Erziehung war es, Knaben zu Soldaten zu erziehen, um das Vaterland zu verteidigen, und Mädchen auf ihre zukünftige Rolle als Mutter, die viele Kinder gebiert, vorzubereiten. Das Ziel der vorliegenden Masterarbeit ist die Untersuchung, wie Knaben und Mädchen zu einer bestimmten Art von Männlichkeit und Weiblichkeit durch Parteiorganisationen, Schule, Bücher und Zeitschriften erzogen wurden. Auf welche Art und Weise wurden Buben und Mädchen manipuliert? Welche Tendenzen zeichneten sich ab? Welche typi- schen Charaktereigenschaften sollten Knaben und Mädchen aufweisen? Wie wurden Schulbücher und Stundenpläne geändert, um den nationalsozialistischen Vorstellungen gerecht zu werden? Existierten auch Schul- und Kinderbücher oder Schulen, die nicht unter dem Einfluss der Nazis standen, um eine bestimmte Art von Knaben und Mädchen heranzuerziehen und die nicht die Jugend manipulierten? Diese Masterarbeit zielt darauf ab, die oben angeführten Fragen zu beantworten, und be- ruht auf einer historischen Diskursanalyse. Aus diesem Grund habe ich diverse Bücher und Texte, die im Internet publiziert wurden, verwendet. Originalquellen wie Zeitschrif- ten, Schulbücher und Kinderbücher befinden sich in der Österreichischen Nationalbibli- othek in Wien und im Ministerium für Bildung und Frauen. Thousands of books were printed about the cruel time of the National Socialism and the education of the growing youth. The education principles were based on race and military training to manipulate the people to sacrifice their own lives for the fatherland and the ‚Führer‘ and to steel the bodies of boys and girls – for the boys with the goal to become a soldier to defend the fatherland and for the girls to give birth to many children. The purpose of the present master thesis is to investigate how boys and girls were edu- cated to a special type of masculinity and feminity through organizations of the reigning 5 political party, schools, books and periodicals. In which manner were boys and girls ma- nipulated? Which tendencies were demonstrated? What typical characteristics should boys and girls exhibit? How were school books and time tables changed to be in ac- cordance with the ideology of the Nazi party? Did there also exist books or schools that were not influenced by the Nazis to create a special type of masculinity or feminity and to manipulate the youth? This master thesis wants to give answers of the cited questions above. The corresponding analysis was carried out on a hermeneutic and literature-based theoretical approach. For that reason I used for my research different books and texts which were published in the internet. Originals sources like periodicals, school books and books for children can be found in the Austrian National Library in Vienna and in the Austrian Federal Ministry of Education and Women's Affairs. 6 Inhaltsverzeichnis 1 Einleitung ................................................................................................................ 11 1.1 Bestimmung des Forschungsgegenstandes ...................................................... 11 1.2 Aktueller Forschungsstand .............................................................................. 11 1.3 Ziele und methodische Vorgangsweise ........................................................... 12 2 Nationalsozialistische Erziehungstheorien .............................................................. 19 3 Der Begriff der Männlichkeit zur Zeit des Nationalsozialismus............................. 22 4 Erziehung zur Männlichkeit in Parteiorganisationen .............................................. 23 4.1 Deutsches Jungvolk ......................................................................................... 25 4.2 Hitlerjugend (HJ) ............................................................................................. 27 5 Erziehung zur Männlichkeit in der Schule .............................................................. 29 5.1 Lehrpläne und Stundenpläne ........................................................................... 32 5.2 Unterrichtsgegenstände .................................................................................... 34 5.2.1 Deutsch ..................................................................................................... 35 5.2.2 Geschichte ................................................................................................ 36 5.2.3 Mathematik ............................................................................................... 37 5.2.4 Naturwissenschaftliche Unterrichtsgegenstände ...................................... 37 5.2.5 Leibesübungen .......................................................................................... 38 5.3 Schulbücher zur NS-Zeit ................................................................................. 40 5.3.1 Fibeln und Lesebücher.............................................................................. 42 5.3.1.1 Lesefibel für kleine Leute ................................................................. 43 5.3.1.2 Roland-Fibel ...................................................................................... 44 5.3.1.3 Fibel für die deutsche Jugend ............................................................ 44 5.3.1.4 Kinderwelt ......................................................................................... 45 5.3.1.5 Deutsches Lesebuch für Jungen ........................................................ 46 5.3.1.6 Die Selbstbefreiung des deutschen Geistes ....................................... 48 5.3.1.7 Kampf um Deutschland ..................................................................... 50 5.3.1.8 Lesebuch für die Hauptschulen der Alpenländer .............................. 51 5.3.2 Geschichtsbücher ...................................................................................... 53 5.3.2.1 Vom Bismarckreiche zum Großdeutschen Reiche Adolf Hitlers ..... 53 5.3.2.2 Lehrbuch der Geschichte für Mittel- und Hauptschulen ................... 53 7 5.3.2.3 Geschichte als nationalsozialistische Erziehung ............................... 54 5.3.3 Rechenbücher zur Zeit des Nationalsozialismus ...................................... 55 5.3.3.1 Rechenaufgaben aus dem Dienstbereich der Luftwaffe für den mathematischen und naturwissenschaftlichen Unterricht ....................................... 55 5.3.3.2 Aufgaben aus Arithmetik, Algebra und Analysis für die 6. Klasse der Höheren Schulen ..................................................................................................... 56 5.3.4 Geographiebücher ..................................................................................... 57 5.3.4.1 Heimat und Welt ............................................................................... 57 5.3.5 Biologiebücher ......................................................................................... 58 5.3.5.1 Lebenskunde. Lehrbuch der Biologie für Höhere Schulen ............... 58 5.3.6 Physikbücher ............................................................................................ 59 5.3.6.1 Lehrbuch der Theoretischen Physik .................................................. 59 5.3.7 Chemiebücher ........................................................................................... 60 5.3.7.1 Lehrbuch der Chemie für höhere Schulen. Oberstufe für Jungen ..... 60 6 Der Begriff der Weiblichkeit zur Zeit des Nationalsozialismus ............................. 61 7 Erziehung zur Weiblichkeit
Recommended publications
  • Growing up in Hitler's Germany
    CLCWeb: Comparative Literature and Culture ISSN 1481-4374 Purdue University Press ©Purdue University Volume 11 (2009) Issue 1 Article 6 Narrative Silences Between History and Memory in Schumann's Being Present: Growing Up in Hitler's Germany Anne Rothe Wayne State University Follow this and additional works at: https://docs.lib.purdue.edu/clcweb Part of the Comparative Literature Commons, and the Critical and Cultural Studies Commons Dedicated to the dissemination of scholarly and professional information, Purdue University Press selects, develops, and distributes quality resources in several key subject areas for which its parent university is famous, including business, technology, health, veterinary medicine, and other selected disciplines in the humanities and sciences. CLCWeb: Comparative Literature and Culture, the peer-reviewed, full-text, and open-access learned journal in the humanities and social sciences, publishes new scholarship following tenets of the discipline of comparative literature and the field of cultural studies designated as "comparative cultural studies." Publications in the journal are indexed in the Annual Bibliography of English Language and Literature (Chadwyck-Healey), the Arts and Humanities Citation Index (Thomson Reuters ISI), the Humanities Index (Wilson), Humanities International Complete (EBSCO), the International Bibliography of the Modern Language Association of America, and Scopus (Elsevier). The journal is affiliated with the Purdue University Press monograph series of Books in Comparative Cultural Studies. Contact: <[email protected]> Recommended Citation Rothe, Anne. "Narrative Silences Between History and Memory in Schumann's Being Present: Growing Up in Hitler's Germany." CLCWeb: Comparative Literature and Culture 11.1 (2009): <https://doi.org/10.7771/1481-4374.1418> This text has been double-blind peer reviewed by 2+1 experts in the field.
    [Show full text]
  • German Youth 1900 – 1933 from Emancipation to Radicalization
    German Youth 1900 – 1933 From Emancipation to Radicalization By Rijk Eric Mollema V00830119 A Graduating Essay Submitted in Partial Fulfillment of the Requirements in the Honours Programme For the Degree of Bachelor of Arts In the Department Of History with a Minor in European Studies The University of Victoria April 4th, 2017 1 Table of Contents Abstract……………………………………………………………………………………2 Abbreviations………………………………………………...……………………………3 Introduction………………………………………………………………………………..4 Section One: Emancipation………………………………………………………………..7 Section Two: Transformation……………………………………………………………15 Section Three: Politicization……………………………………………………………..19 Section Four: Polarization………………………………………………………………..26 Section Five: Radicalization……………………………………………………………..32 Conclusion……………………………………………………………………………….39 Bibliography……………………………………………………………………………..40 Tables……………………………………………………………………………………43 2 Abstract This thesis provides a survey of the German youth movement from 1900 to 1933. The purpose of the research is to identity how youth was conceptualized, organized, and consolidated within the Weimar Republic (1918 – 1933). I present the argument that the German youth movement evolved in five distinct phases: Emancipation (1900 – 1917), Transformation (1918 – 1919), Politicization (1920 – 1924), Polarization (1925 – 1928), and Radicalization (1929 – 1933). Furthermore, I argue that the youth movement was divided between bourgeois and working-class elements that significantly influenced the later organization of youth in Weimar. The division became increasingly
    [Show full text]
  • A Hamburg Childhood: the Early Life of Herbert Bernstein
    1HAAGAN_FMT 09/10/03 4:12 PM A HAMBURG CHILDHOOD: THE EARLY LIFE OF HERBERT BERNSTEIN PAUL H. HAAGEN* On the evening of April 19, 2001, Herbert Bernstein’s wife, Wal- traud, decided to watch Schindler’s List, and she invited Herbert to join her. That evening, her mind was very much on the past, because the following day would be the anniversary of Hitler’s birthday.1 Herbert told her that he could not, that he had too much work to do. The following day he had to teach his final two classes of the term, and he still had to do last minute revisions on the manuscript of the book he was writing with Joseph Lookofsky, the second edition of Understanding the CISG in Europe. As the evening wore on, how- ever, the lure of the movie and of the chance to spend the evening with Waltraud proved too strong and he left his study to join her. The movie, which is powerful enough for audiences with little connec- tion to that time and place,2 deeply moved Herbert, who had strong ties of memory with both. He slept very fitfully that night.3 No one who encountered him the next morning would have had any sense of the burden of that past on him. I suspect that none of his colleagues were aware that it was Hitler’s birthday. If there were those who were, theirs would have been an intellectual or political awareness, not a personal one. Unlike Herbert, they had not lived Copyright © 2003 by Paul H.
    [Show full text]
  • Memoirs of a Political Education
    best of times, worst of times the tauber institute for the study of eu ro pe an jewry series Jehuda Reinharz, General Editor Sylvia Fuks Fried, Associate Editor The Tauber Institute Series is dedicated to publishing compelling and innovative approaches to the study of modern Eu ro pe an Jewish history, thought, culture, and society. The series features scholarly works related to the Enlightenment, modern Judaism and the struggle for emancipation, the rise of nationalism and the spread of antisemitism, the Holocaust and its aftermath, as well as the contemporary Jewish experience. The series is published under the auspices of the Tauber Insti- tute for the Study of Eu ro pe an Jewry— established by a gift to Brandeis University from Dr. Laszlo N. Tauber— and is supported, in part, by the Tauber Foundation and the Valya and Robert Shapiro Endowment. For the complete list of books that are available in this series, please see www .upne .com Eugene M. Avrutin, Valerii Dymshits, Alexander Ivanov, Alexander Lvov, Harriet Murav, and Alla Sokolova, editors Photographing the Jewish Nation: Pictures from S. An- sky’s Ethnographic Expeditions Michael Dorland Cadaverland: Inventing a Pathology of Catastrophe for Holocaust Survival Walter Laqueur Best of Times, Worst of Times: Memoirs of a Po liti cal Education Berel Lang Philosophical Witnessing: The Holocaust as Presence David N. Myers Between Jew and Arab: The Lost Voice of Simon Rawidowicz Sara Bender The Jews of Białystock during World War II and the Holocaust Nili Scharf Gold Yehuda Amichai: The Making of Israel’s National Poet Hans Jonas Memoirs Itamar Rabinovich and Jehuda Reinharz, editors Israel in the Middle East: Documents and Readings on Society, Politics, and Foreign Relations, Pre- 1948 to the Present Christian Wiese The Life and Thought of Hans Jonas: Jewish Dimensions Eugene R.
    [Show full text]
  • 1. Weimar Republic A. the Unofficial Name of the German State Between 1919 and 1933
    1. Weimar Republic a. The unofficial name of the German state between 1919 and 1933. b. Semi­presidential representative democracy that came into existence after the German Revolution of 1918­1919 2. Social Democrats a. Those who support a socialist system of government based on democracy b. Variation of fascism c. Stalin described fascism and social democracy as “twin brothers” 3. Post­war German inflation a. When WWI started, the Reichsbank (German Central Bank) stopped redeeming its notes with gold. The government did not want to tax its people heavily, so it began to borrow copious amounts of money that it planned to gain back by winning the war and making the loser pay reparations. However, when Germany lost the war, they had a large deficit, which was not gold­backed, and tried to fix the problem by printing more and more money. b. Remember the example of the woman using bills as wallpaper and the kids playing with blocks of cash for toys. 4. Dawes Plan (1924) a. The Dawes Plan, written by American Charles Dawes, was the plan to take Weimar Germany out of hyperinflation. b. Here were the stipulations i. Ruhr to be returned to the control of the Germans and that French and Belgian troops would need to evacuate ii. The reparation payments restructured so that Germany would only have to give 1 billion marks the first year and would give 2.5 billion marks every following year. (the hope was that the German economy would pick up after the first year) iii. Restructuring of Weimar’s national bank, the Reichsbank, which would be supervised by the Allies.
    [Show full text]
  • Visualizing FASCISM This Page Intentionally Left Blank Julia Adeney Thomas and Geoff Eley, Editors
    Visualizing FASCISM This page intentionally left blank Julia Adeney Thomas and Geoff Eley, Editors Visualizing FASCISM The Twentieth- Century Rise of the Global Right Duke University Press | Durham and London | 2020 © 2020 Duke University Press All rights reserved Printed in the United States of America on acid- free paper ∞ Designed by Julienne Alexander / Cover designed by Matthew Tauch Typeset in Minion Pro and Haettenschweiler by Copperline Books Library of Congress Cataloging-in-Publication Data Names: Eley, Geoff, [date] editor. | Thomas, Julia Adeney, [date] editor. Title: Visualizing fascism : the twentieth-century rise of the global right / Geoff Eley and Julia Adeney Thomas, editors. Description: Durham : Duke University Press, 2020. | Includes bibliographical references and index. Identifiers:lccn 2019023964 (print) lccn 2019023965 (ebook) isbn 9781478003120 (hardback : acid-free paper) isbn 9781478003762 (paperback : acid-free paper) isbn 9781478004387 (ebook) Subjects: lcsh: Fascism—History—20th century. | Fascism and culture. | Fascist aesthetics. Classification:lcc jc481 .v57 2020 (print) | lcc jc481 (ebook) | ddc 704.9/49320533—dc23 lc record available at https://lccn.loc.gov/2019023964 lc ebook record available at https://lccn.loc.gov/2019023965 Cover art: Thomas Hart Benton, The Sowers. © 2019 T. H. and R. P. Benton Testamentary Trusts / UMB Bank Trustee / Licensed by vaga at Artists Rights Society (ARS), NY. This publication is made possible in part by support from the Institute for Scholarship in the Liberal Arts, College of Arts and Letters, University of Notre Dame. CONTENTS ■ Introduction: A Portable Concept of Fascism 1 Julia Adeney Thomas 1 Subjects of a New Visual Order: Fascist Media in 1930s China 21 Maggie Clinton 2 Fascism Carved in Stone: Monuments to Loyal Spirits in Wartime Manchukuo 44 Paul D.
    [Show full text]
  • Nazi-Deutsch/Nazi-German
    Last EH on Page iii Nazi-Deutsch/Nazi German An English Lexicon of the Language of the Third Reich ROBERT MICHAEL and KARIN DOERR Forewords by Paul Rose Leslie Morris Wolfgang Mieder GREENWOOD PRESS Westport, Connecticut • London iv First EH on Page Library of Congress Cataloging-in-Publication Data Michael, Robert, 1936– Nazi-Deutsch/Nazi German : an English lexicon of the language of the Third Reich / Robert Michael and Karin Doerr ; forewords by Paul Rose, Leslie Morris and Wolfgang Mieder. p. cm. Includes bibliographical references and index. ISBN 0–313–32106–X (alk. paper) 1. German language—Dictionaries—English. 2. German language—Government jargon—Dictionaries. 3. National socialism—Terminology—Dictionaries. 4. Nazis—Language—Dictionaries. 5. Germany—History—1933–1945. 6. German language—Political aspects. 7. Propaganda, German. I. Title: Nazi-German. II. Doerr, Karin, 1951– III. Title. PF3680.M48 2002 943.086'03—dc21 2001042328 British Library Cataloguing in Publication Data is available. Copyright © 2002 by Robert Michael and Karin Doerr All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 2001042328 ISBN: 0-313-32106-X First published in 2002 Greenwood Press, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc. www.greenwood.com Printed in the United States of America The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.48-1984). 10987654321 Contents Foreword by Paul Rose vii Foreword by Leslie Morris xi Foreword by Wolfgang Mieder xv Preface xix Acknowledgments xxi The Tradition of Anti-Jewish Language by Robert Michael 1 Nazi-Deutsch: An Ideological Language of Exclusion, Domination, and Annihilation by Karin Doerr 27 Lexicon 47 Appendix 459 Select Bibliography 477 Last EH on Page vi To the six million dead Jews and to all the victims of Nazism.
    [Show full text]
  • Hitler Youth Was an Organization Formed by Germany’S Nazi Party (The National Socialist German Workers' Party) in 1922
    Hitler Youth was an organization formed by Germany’s Nazi Party (the National Socialist German Workers' Party) in 1922. The organization trained and educated boys from the ages of 14 to 18 to become loyal followers of the Nazi Party, as well as future members of the German military. The organization got the name Hitler Youth—Hitlerjugend in German—in 1926. It was named for the Nazi leader Adolf Hitler. The Hitler Youth wore uniforms of brown shirts, black shorts or trousers, and red and white armbands with the Nazi swastika emblem. The Hitler Youth promoted the Nazi teachings of extreme nationalism and anti-Semitism(prejudice against Jews). The organization emphasized physical fitness and taught that weakness was to be eliminated. The program instructed the children to spy on their own families and to report any anti-Nazi criticism to the authorities. Baldur von Schirach, a loyal follower of Adolf Hitler’s, oversaw the Hitler Youth and other Nazi youth movements. The other movements included the Society of German Maidens (Bund deutscher Mädel), for girls aged 14 to 18. From the ages of 10 to 14, boys belonged to the German Young People (Deutsches Jungvolk). Schirach wrote poems and songs for the children to repeat. The children of the Nazi youth movements recorded their progress in performance booklets. Nearly every activity became an individual, team, or unit competition. Activities included boys’ and girls’ sports; singing; Nazi marches; hiking and camping; and collecting materials—such as scrap metal, rubber, and paper—for the Nazi cause. The boys were given military instruction in the use of weapons, map reading, marching, and the digging and use of trenches and dugouts.
    [Show full text]
  • Year 8 History
    Year 8 History Home Learning Summer Term Life in Nazi Germany In 1933, Adolf Hitler became chancellor of Germany. For the next 12 years, Hitler and his Nazi party ruled the country. During this time, millions of people across the world died as a result of World War Two. In this booklet, you will be looking at what life was like in Germany at this time. You will also be looking to understand how Hitler managed to keep control of Germany, and keep the German people doing exactly as he wanted. This booklet is split into seven sections. Each section contains some information, and a page with questions for you to answer. Within the booklet, you will look at different changes that Hitler and the Nazi party made, and methods they used to control Germany. By the end of this booklet, you should be able to answer the question ‘How did the Nazis manage to control Germany?’ 1. Who were the Nazis? Key words: Adolf Hitler = Leader of the Nazi Party. Leader of Germany from 1933 to 1945. Nazi = A member of the German ‘Nationalist Socialist’ party. They were the German government from 1933 – 1945. Dictator = A ruler with total control of a country. They are typically not elected by the public, and prevent any other person from being elected. Adolf Hitler was a dictator in Germany. Aryan = A typical ‘German’ person, usually with blond hair and blue eyes. Hitler and the Nazis believed that Aryans were the superior race, and anybody who was not Aryan was inferior. The ‘swastika’.
    [Show full text]
  • A Past Which Refuses to Become History: Nazism, Niagara Falls, and a New National Identity in Suzette Mayr’S the Widows
    A Past Which Refuses to Become History: Nazism, Niagara Falls, and a New National Identity in Suzette Mayr’s The Widows Doris Wolf he fuckings of memory,” mutters Hannelore Schmitt, the main character of Suzette Mayr’s second novel, The Widows, when her son forces her to acknowledge the inaccuracy of a story she Tbelieves is and offers to others as truth (16). At other times, Hanne-lore, a self-absorbed and often manipulative storyteller, takes delight in know- ingly offering conflicting versions of events such as her immigration to Canada from Germany: “I moved to Canada because of the wilderness” (42), she claims at one point, although earlier she insists it was because too many of her friends were dying (38) and later because her sister, Clotilde, was beginning to act too old (45). Centring on a woman whose memory frequently is both selective and false and who enjoys telling multiple accounts of the same story, The Widows foregrounds some of the crucial lessons about the nature of historiography learned in recent decades, for instance, how memory is a constitutive act rather than a simple act of re- call. “It is now commonplace,” writes Alun Munslow in Deconstructing History, “for historians, philosophers of history and others interested in narrative to claim we live in a postmodern age wherein the old modernist certainties of historical truth and methodological objectivity, as applied by disinterested historians, are challenged principles” (1). As Munslow emphasizes, following the work of Hayden White and Michel Foucault, it is the nature of narrative itself that creates the impossibility of recovering and representing the past as it actually was.
    [Show full text]
  • Begleitmaterialien Zur Ausstellung
    Begleitmaterialien zur Ausstellung Zusammengestellt und herausgegeben von Renée Claudine Bredt, Helga Diestelmeier und Christoph Laue © Herford 2013 Kuratorium für eine Dokumentations- und Begegnungsstätte in Herford zum Erinnern, Forschen und Ge- denken Vorsitzender: Wolfgang Spanier Gedenkstätte Zellentrakt, Rathausplatz 1, 32052 Herford , 05221-189257, FAX 05221-132252 [email protected], www.zellentrakt.de Bankverbindung: Sparkasse Herford (BLZ: 494 501 20) Konto-Nr.: 14365 Mit freundlicher Unterstützung durch: Inhaltsverzeichnis: Seite: Vorwort 2 Texte, Bilder und Materialien zu den Ausstellungstafeln 0 „Herford gehört(e) dem Führer?“ - Die Nazifizierung des Alltags im Raum Herford 1933 – 1939 4 1 „Immer im Kampf“ - Die NSDAP vor der Machtergreifung 5 2 „Prediger und Soldat zugleich“ - Die NSDAP-Ortsgruppen und die SA nach der „Machtergreifung“ 8 3 „Gleichschaltung“ -Die Machtübernahme der Partei in Politik und Verwaltung 12 4 „Ehrentag der treuen Hände“ - Der 1. Mai 1933 und die „Gleichschaltung“ der Arbeiterschaft 17 5 „Trägerin von Blut und Rasse“ - Frauenbild, Frauenschaft und Mutterkreuz 25 6 „Nur für arische Bewerber“ - Siedlungsbau und neue Straßennamen 29 7 „Wer die Jugend besitzt, hat die Zukunft“ - Die Hitlerjugend 34 8 „Straff, aber nicht stramm, herb, aber nicht derb“ - Bund deutscher Mädel – BDM 39 9 „Jüdische Schulkinder - unzumutbar“ - Ideologie und Ausgrenzung in der Schule 43 10 „Pflegestätte des Volkstums“ - Kindergärten und Mütterfürsorge 49 11 „Feste wahrer Volksgemeinschaft“ - Der NS-Feierkalender 53 12 „Sozialismus
    [Show full text]
  • The Continuing Muence of the Hitler Youth in Postwar Gemmy Lance
    The Folly of Youth: The Continuing Muence of the Hitler Youth in Postwar Gemmy Lance Schmidt B.A., University of Victoria, 1998 A Thesis Submitted in Partial FulfZlment of the Requirements for the Degree of MASTER OF ARTS in the Department of History O Lance Alexander Schmidt, 2003 University of Victoria Ail rights reserved. This thesis may not be reproduced in whole or part, by photocopy or other means, without the permission of the author. Supervisor: Dr. Perry Biddiscombe ABSTRACT TBis this examines the situation of the Hitla Youth and its generation in the postwar period Many historians and writers, influenced by the postwar division of Gemyand quick recovery of the western part of the cou.&yy often did not focus upon the lives of youth followiug the collapse of the Nazi regime. Even while revisionist history bas examined the rok of the military, or of average Gern;lans in participating in the Nazi regime am3 the Holocaust, you& is o&en still missing .from the analpiis. Yet the role of the m1er Youth in the Nazi regime and the d-ies that they experienced in the postwar era need to be focused upIn order to gain an understand'mg of the youth of Genrzany in the postwar period, it is necessary to examine the extensive indoctrination which they fixed, alongside the effects of the war in strengthening or weakening that indoctrinatioa ln tk postwar period many youth were unable to break firm of a mindset formed during the Third Reich, while others were aided by Allied and German efforts to move past the reginre.
    [Show full text]