Fascism in Motion: Concepts, Agents and Global Experiences

Total Page:16

File Type:pdf, Size:1020Kb

Fascism in Motion: Concepts, Agents and Global Experiences H-Empire CFP: Fascism in Motion: Concepts, Agents, and Global Experiences (Online, October 2021) Discussion published by Takuya Momma on Tuesday, June 8, 2021 Fascism in Motion: Concepts, Agents and Global Experiences Online-Workshop organized by Takuya Momma (Japan Society for the Promotion of Science/Kwansei Gakuin University), Chikara Uchida (The University of Tokyo), and Yufei Zhou (German Institute for Japanese Studies) Deadlines: Abstracts (400 words max): 30 June 2021 Paper Drafts (maximum 5,000 words): 30 September 2021 Event Date: 7 October 2021 to 9 October 2021 Call for Papers How did fascism develop into a global movement and shape the way people understand the world and organise their daily lives? Starting from this question, this workshop aims to examine the international circulation of ideas and concepts derived from fascism and grasp its transnational character, crossing political and cultural boundaries. Taking the form of political ideologies and practices, fascism casts shadows in European countries to varying degrees. During the interwar period, besides the case of Italy and Nazi Germany, several variations of fascism and authoritarianism emerged as responses to the crises of capitalism and Western democracy, as well as the rise of communism, mass politics and feminist movements. While previous scholarship on fascism has overwhelmingly focused on particular ideologies, such as the leader principle, messianic faith and political religion, contemporary historians tend to emphasise its transnational character and reconceptualise it as an alternative ramification of modernity. However, the limit on research is omnipresent. Largely underexplored are the political and cultural negotiations, multi-layered and reciprocal intellectual inspirations, and large-scale border- crossing movements of agents between countries and regions over the globe, namely ‘Fascism in Citation: Takuya Momma. CFP: Fascism in Motion: Concepts, Agents, and Global Experiences (Online, October 2021). H-Empire. 06-08-2021. https://networks.h-net.org/node/5293/discussions/7818598/cfp-fascism-motion-concepts-agents-and-global-experiences-online Licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. 1 H-Empire Motion’. Fascist movements especially from the standpoint of the ‘periphery’ inside the Axis powers still lack a systematic and overarching examination. This workshop attempts to bolster discussions on the global interconnectedness of fascist ideologies and their respective articulations in various local contexts. It zooms in on the transnational entanglements of agents and the border-crossing flow of beliefs, concepts and ideas relating to fascism. Based on the movement of people and knowledge, it explores efforts to contextualise the vision of a ‘new world order’ in local institutions and societies during the interwar global fascist movement. Furthermore, we clarify how various types of local agents selectively appropriated the complex concepts of fascism, considering it a solution to social instability after the Great Depression. In other words, this project aims to highlight the transregional interconnectedness of fascism as both knowledge and practice by focusing on state and non-state agencies, including intellectuals, the clergy, the military, refugees, officials in colonies and traders who constitute the network of knowledge transmission from the area of the ‘centre’ to the ‘periphery’ under the Axis powers. In doing so, this workshop sheds fresh light on the shifting dynamics of traveling agents and knowledge flow to build an alternative perspective on the fascism movement. More concertedly, the workshop aims to expound, both theoretically and empirically, on the following questions: 1) How did fascist ideologies and knowledge spread over different parts of the globe across the Axis powers? 2) How did local agents, particularly collaborators (and local populations) under puppet regimes, negotiate with Axis powers? 3) Which relations emerged between fascism and modernity? How did the concept of fascism develop in the cultural sphere (cultural politics), such as in the fields of visual art, literature, music, and architecture? This call for papers seeks empirical and theoretical contributions that illuminate reflexive case studies of regions that typically remain underrepresented (e.g. Arab, Asia and Latin America). However, innovative studies on European transnational fascism are not excluded. We invite interested authors, especially early-career researchers, to send an extended abstract up to 400 words to the organisers ([email protected]) before 30 June 2021. The abstract must clearly state the title, questions for discussion within the framework of the workshop, theoretical or empirical grounds, and a short bio of up to 200 words per author. Notifications of acceptance will be announced by the end of July 2021. In case of acceptance, we ask every participant to provide a short paper (maximum 5,000 words) beforehand (deadline: 30 September 2021). Citation: Takuya Momma. CFP: Fascism in Motion: Concepts, Agents, and Global Experiences (Online, October 2021). H-Empire. 06-08-2021. https://networks.h-net.org/node/5293/discussions/7818598/cfp-fascism-motion-concepts-agents-and-global-experiences-online Licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. 2 H-Empire From the workshop, we intend to publish conference contributions in an essay collection for 2022. Contact Info: Takuya Momma, Ph.D (JSPS / Kwansei Gakuin University) Contact Email: [email protected] Citation: Takuya Momma. CFP: Fascism in Motion: Concepts, Agents, and Global Experiences (Online, October 2021). H-Empire. 06-08-2021. https://networks.h-net.org/node/5293/discussions/7818598/cfp-fascism-motion-concepts-agents-and-global-experiences-online Licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. 3.
Recommended publications
  • Introduction to the Captured German Records at the National Archives
    THE KNOW YOUR RECORDS PROGRAM consists of free events with up-to-date information about our holdings. Events offer opportunities for you to learn about the National Archives’ records through ongoing lectures, monthly genealogy programs, and the annual genealogy fair. Additional resources include online reference reports for genealogical research, and the newsletter Researcher News. www.archives.gov/calendar/know-your-records The National Archives and Records Administration (NARA) is the nation's record keeper. Of all the documents and materials created in the course of business conducted by the United States Federal government, only 1%–3% are determined permanently valuable. Those valuable records are preserved and are available to you, whether you want to see if they contain clues about your family’s history, need to prove a veteran’s military service, or are researching an historical topic that interests you. www.archives.gov/calendar/know-your-records December 14, 2016 Rachael Salyer Rachael Salyer, archivist, discusses records from Record Group 242, the National Archives Collection of Foreign Records Seized, and offers strategies for starting your historical or genealogical research using the Captured German Records. www.archives.gov/calendar/know-your-records Rachael is currently an archivist in the Textual Processing unit at the National Archives in College Park, MD. In addition, she assists the Reference unit respond to inquiries about World War II and Captured German records. Her career with us started in the Textual Research Room. Before coming to the National Archives, Rachael worked primarily as a professor of German at Clark University in Worcester, MA and a professor of English at American International College in Springfield, MA.
    [Show full text]
  • Why the Axis Lost
    Richard L. DiNardo. Germany and the Axis Powers: From Coalition to Collapse. Lawrence: University Press of Kansas, 2005. 282 pp. $34.95, cloth, ISBN 978-0-7006-1412-7. Reviewed by Michael Anklin Published on H-German (July, 2006) Richard L. DiNardo's book will be of great in‐ differently from its sister service" (p. 192). The terest to military and other historians, as well as Luftwaffe, the German army and the navy all op‐ the general public. Interest in World War II and erated along different lines. In DiNardo's view, the especially Nazi Germany's war conduct remains navy was the most successful and the army failed at an all-time high. Some consensus on why the most miserably in their conduct of coalition war‐ Allies won and the Axis lost has been reached in fare (p. 192). Among the problems preventing the the wake of an innumerable quantity of studies. It successful execution of Axis coalition warfare is clear, for example, that the United States simply were unnecessarily complex command struc‐ outproduced the Axis and that the sacrifice of the tures, the often arrogant attitude (with some ex‐ Red Army contributed significantly to the Allied ceptions) of Germans toward their allies and the victory.[1] However, numerous details and ques‐ failure of Germany to share military technology tions remain open to debate. DiNardo addresses appropriately with partners. The outcome was of‐ such an issue: Nazi Germany's method of conduct‐ ten the fghting of "parallel wars," which severely ing coalition warfare. DiNardo skillfully dissects weakened the overall war effort.
    [Show full text]
  • The Axis Advances
    wh07_te_ch17_s02_MOD_s.fm Page 568 Monday, March 12, 2007 2:32WH07MOD_se_CH17_s02_s.fm PM Page 568 Monday, January 29, 2007 6:01 PM Step-by-Step German fighter plane SECTION Instruction 2 WITNESS HISTORY AUDIO Objectives Janina’s War Story As you teach this section, keep students “ It was 10:30 in the morning and I was helping my focused on the following objectives to help mother and a servant girl with bags and baskets as them answer the Section Focus Question they set out for the market. Suddenly the high- and master core content. pitch scream of diving planes caused everyone to 2 freeze. Countless explosions shook our house ■ Describe how the Axis powers came to followed by the rat-tat-tat of strafing machine control much of Europe, but failed to guns. We could only stare at each other in horror. conquer Britain. Later reports would confirm that several German Janina Sulkowska in ■ Summarize Germany’s invasion of the the early 1930s Stukas had screamed out of a blue sky and . Soviet Union. dropped several bombs along the main street— and then returned to strafe the market. The carnage ■ Understand the horror of the genocide was terrible. the Nazis committed. —Janina Sulkowska,” Krzemieniec, Poland, ■ Describe the role of the United States September 12, 1939 before and after joining World War II. Focus Question Which regions were attacked and occupied by the Axis powers, and what was life like under their occupation? Prepare to Read The Axis Advances Build Background Knowledge L3 Objectives Diplomacy and compromise had not satisfied the Axis powers’ Remind students that the German attack • Describe how the Axis powers came to control hunger for empire.
    [Show full text]
  • Documents Considering the Evidence: Ideologies of the Axis Powers
    Documents Considering the Evidence: Ideologies of the Axis Powers ven more than the Great War of 1914–1918, the Second World War was a Econflict of ideas and ideologies as well as a struggle of nations and armies. Much of the world was immensely grateful that the defeat of Italy,Germany, and Japan discredited the ideas that underlay those regimes.Yet students of history need to examine these ideas, however repellant they may be, to under- stand the circumstances in which they arose and to assess their consequences. Described variously as fascist, authoritarian, right-wing, or radically nationalist, the ideologies of the Axis powers differed in tone and emphasis. But they shared a repudiation of mainstream Western liberalism, born of the Enlightenment, as well as an intense hatred of Marxist communism.The three documents that follow provide an opportunity to define their common features and to distin- guish among them. Document 21.1 Mussolini on Fascism In 1932, after ten years in power, the Italian fascist leader Benito Mussolini wrote a short article for an Italian encyclopedia outlining the political and social ideas that informed the regime that he headed. It was an effort to pro- vide some philosophical coherence for the various measures and policies that had characterized the first decade of his rule. (See pp. 988–90 for background on Italian fascism.) ■ To what ideas and historical circumstances is Mussolini reacting in this document? ■ What is his criticism of pacifism, socialism, democracy, and liberalism? ■ How does Mussolini understand the state? What is its relationship to individual citizens? ■ Why might these ideas have been attractive to many in Italy in the 1920s and 1930s? 1010 considering the evidence / documents: ideologies of the axis powers 1011 Benito Mussolini The Political and Social Doctrine of Fascism 1933 bove all, Fascism...believes neither in the pos- would reduce men to the level of animals, caring Asibility nor the utility of perpetual peace.
    [Show full text]
  • World War Two - Introduction to WWII
    World War Two - Introduction to WWII World War Two - Introduction to WWII by ReadWorks https://commons.wikimedia.org/wiki/File:Polish_border_1939.jpg After World War I, Germany was defeated. The peace agreement that ended the war left the country humiliated but not crippled. In their humiliation, Germans looked for a powerful leader. Many Germans were dissatisfied with their government and wanted change. In the 1930's, a political group called the Nazi Party came to power. A man named Adolf Hitler was the Fuhrer, or supreme leader of the Nazi Party. In 1933, Hitler was appointed chancellor of Germany. He became head of the German parliament. Hitler wanted power. He broke the World War I peace treaty and began to build an army. Hitler threatened the balance of peace all over Europe. Meanwhile, two other countries were following Germany's lead. Powerful dictators in Italy and Japan were building up their own armies. Italy, Japan, and Germany would become the Axis Powers of World War II. Their hunger for military might was quite different from the U.S.'s desire for peace. The United States watched the other countries from a distance. People in the U.S. were worried, but they were isolationists. Americans did not want to get involved in another European war. On September 1, 1939, Germany invaded Poland. World War II began. Britain and France were allies with Poland and declared war on Germany. Hitler's strategy was called blitzkrieg. ReadWorks.org · © 2012 ReadWorks®, Inc. All rights reserved. World War Two - Introduction to WWII This German word translates to "lightning war." The German army toppledcountries before the countries knew what hit them.
    [Show full text]
  • WHO's WHO in the WAR in EUROPE the War in Europe 7 CHARLES DE GAULLE
    who’s Who in the War in Europe (National Archives and Records Administration, 342-FH-3A-20068.) POLITICAL LEADERS Allies FRANKLIN DELANO ROOSEVELT When World War II began, many Americans strongly opposed involvement in foreign conflicts. President Roosevelt maintained official USneutrality but supported measures like the Lend-Lease Act, which provided invaluable aid to countries battling Axis aggression. After Pearl Harbor and Germany’s declaration of war on the United States, Roosevelt rallied the country to fight the Axis powers as part of the Grand Alliance with Great Britain and the Soviet Union. (Image: Library of Congress, LC-USZ62-128765.) WINSTON CHURCHILL In the 1930s, Churchill fiercely opposed Westernappeasement of Nazi Germany. He became prime minister in May 1940 following a German blitzkrieg (lightning war) against Norway, Denmark, the Netherlands, Belgium, and France. He then played a pivotal role in building a global alliance to stop the German juggernaut. One of the greatest orators of the century, Churchill raised the spirits of his countrymen through the war’s darkest days as Germany threatened to invade Great Britain and unleashed a devastating nighttime bombing program on London and other major cities. (Image: Library of Congress, LC-USW33-019093-C.) JOSEPH STALIN Stalin rose through the ranks of the Communist Party to emerge as the absolute ruler of the Soviet Union. In the 1930s, he conducted a reign of terror against his political opponents, including much of the country’s top military leadership. His purge of Red Army generals suspected of being disloyal to him left his country desperately unprepared when Germany invaded in June 1941.
    [Show full text]
  • Unit I Spiral Exam – World War II (75 Points Total) PLEASE DO NO
    Mr. Huesken 10th Grade United States History II Unit I Spiral Exam – World War II (75 points total) PLEASE DO NO WRITE ON THIS TEST DIRECTIONS – Please answer the following multiple-choice questions with the best possible answer. No answer will be used more than once. (45 questions @ 1 point each = 45 points) 1) All of the following were leaders of totalitarian governments in the 1930’s and 1940’s except: a. Joseph Stalin b. Francisco Franco. c. Benito Mussolini d. Neville Chamberlain. 2) In what country was the Fascist party and government formed? a. Italy b. Japan c. Spain d. Germany 3) The Battle of Britain forced Germany to do what to their war plans in Europe in 1942? a. Join the Axis powers. b. Fight a three-front war. c. Put off the invasion of Britain. d. Enter into a nonaggression pact with Britain. 4) The Nazis practiced genocide toward Jews, Gypsies, and other “undesirable” peoples in Europe. What does the term “genocide” mean? a. Acting out of anti-Semitic beliefs. b. Deliberate extermination of a specific group of people. c. Terrorizing of the citizens of a nation by a government. d. Killing of people for the express purpose of creating terror. 5) The term “blitzkrieg” was a military strategy that depended on what? a. A system of fortifications. b. Out-waiting the opponent. c. Surprise and quick, overwhelming force. d. The ability to make a long, steady advance. 6) In an effort to avoid a second “world war”, when did the Britain and France adopt a policy of appeasement toward Germany? a.
    [Show full text]
  • World War II – the Allied Powers (Or Just “The Allies”)
    47 World War II – The Allied Powers (or just “The Allies”) 1. Photo of Leader Drawing of Leader Country _________________ Flag 1. Winston Churchill Great Britain 2. Josef Stalin Soviet Union 3.Franklin D. Roosevelt United States Harry S Truman Important Vocabulary Appeasement - ____________________________________________________________________ Isolationism - _____________________________________________________________________ 48 World War II – The Axis Powers Name and Country Photo of Leader Flag Drawing of Leader 4. Adolf Hitler Germany 5. Benito Mussolini Italy 6. Hideki Tojo. Japan 7. Fascism - _________________________________________________________________________ 8. Anti-Semitism - ____________________________________________________________________ 9. Aryan Supremacy - _________________________________________________________________ 10. Blitzkrieg - ________________________________________________________________________ 49 World War II Timeline Year vs. 50 52 World War II – On the Home Front World War II affected every American. Millions of soldiers went off to war to fight the Axis Powers, but at home, everyone still had to make sacrifices and do their part to win the war. 1. American involvement in World War II brought an end to ____________________. 2. Factories and workers were needed to produce ___________________________. 3. Americans at home supported the war by _________________ and _________________ resources. 4. Thousands of American __________________took jobs in defense plants during the war. 5. ______________________________________
    [Show full text]
  • Out-Producing the Enemy: American Production During WWII
    “Out-Producing the Enemy” American Production During WWII The National WWII Museum 945 Magazine Street New Orleans, LA 70130 (504) 528-1944 www.nationalww2museum.org/learn/education © The National WWII Museum “Out-Producing the Enemy:” American Production During WWII Before the Japanese bombed Pearl Harbor and the United States entered WWII in December 1941, the American economy was still weak from The Great Depression. In 1939, the US unemployment rate was high at 17.2% and America’s military was small, ranking 18th largest in the world after the nation of Romania. A year before America’s entry into the war in 1940, Adolf Hitler, the Nazi leader of Germany, predicted that American war supplies would not be enough to help the Allies win the war. Hitler said that “an American intervention by mass deliveries of planes and war materials will not change the outcome of the war.” However, US president Franklin Delano Roosevelt was determined to prove Hitler and the Axis Powers wrong. Roosevelt told the American people that they must all work together to win the war because “powerful enemies must be out-fought and out-produced.” In this lesson, discover how the United States was able to out-produce all other countries during World War II and create a “production miracle.” Students will analyze and graph historical statistics, and use primary sources like photographs, quotes, and propaganda posters to explain how US production helped the Allies to win the war. OBJECTIVES: Students will be able to: Identify and analyze primary and secondary sources including quotes, photographs, and propaganda posters to learn about the American Home Front experience during WWII.
    [Show full text]
  • The German Military Mission to Romania, 1940-1941 by Richard L. Dinardo
    The German Military Mission to Romania, 1940–1941 By RICHARD L. Di NARDO hen one thinks of security assistance and the train- ing of foreign troops, W Adolf Hitler’s Germany is not a country that typically comes to mind. Yet there were two instances in World War II when Germany did indeed deploy troops to other countries that were in noncombat cir- cumstances. The countries in question were Finland and Romania, and the German mili- tary mission to Romania is the subject of this article. The activities of the German mission to Romania are discussed and analyzed, and some conclusions and hopefully a few take- aways are offered that could be relevant for military professionals today. Creation of the Mission The matter of how the German military mission to Romania came into being can be covered relatively quickly. In late June 1940, the Soviet Union demanded from Romania the cession of both Bessarabia and Northern Bukovina. The only advice Germany could give to the Romanian government was to agree to surrender the territory.1 Fearful of further Soviet encroachments, the Roma- nian government made a series of pleas to Germany including a personal appeal from Wikimedia Commons King Carol II to Hitler for German military assistance in the summer of 1940. Hitler, Finnish Volunteer Battalion of German Waffen-SS return home from front in 1943 however, was not yet willing to undertake such a step. Thus, all Romanian requests were rebuffed with Hitler telling Carol that Romania brought its own problems upon itself by its prior pro-Allied policy.
    [Show full text]
  • Timeline for World War II — Italy
    Unit 5: Crisis and Change Lesson F: The Failure of Democracy and Return of War Student Resource: Timeline for World War II — Italy Timeline for World War II — Italy 1920-1938: • 1922: October 28: Fascists took control of the Italian government with Benito Mussolini as the Prime Minister. • 1924: April 6: Fascists received 2/3 majority and won elections in Italy. • 1925: January 3: Benito Mussolini announced he was taking dictatorial power over Italy. • 1928: August 2: Italy and Ethiopia signed the Italo-Ethiopian Treaty. • 1928: August 27: The Kellogg-Briand Pact was signed in Paris by the major powers of the world. The treaty outlawed aggressive warfare. • 1929: February 11: Italy and Vatican City signed the Lateran Treaty. This treaty made Vatican City a sovereign state (June 7). • 1929: October 29: The Great Depression began. • 1930: April 22: The United States, Japan, Italy, and Great Britain signed the London Naval Treaty, which regulated shipbuilding and submarine warfare. • 1932: February 11: Pope Pius XI met with Benito Mussolini in Vatican City. • 1934: December 5: The Abyssinia Crisis occurred. Italian and Ethiopian troops exchanged fire. Italian dictator Benito Mussolini attempted to expand the Italian Empire in Africa by invading the Ethiopian Empire (known as Abyssinia). Until then, Ethiopia had successfully resisted European colonization. Pre-1935, France wanted to secure alliance with Italy and, as a result, gave Italy the go-ahead for activities in Ethiopia, which Italy wanted as a colony. • 1935: October 2: The Kingdom of Italy invaded Empire of Ethiopia. The Second Italo- Abyssinian Colonial War lasted until May 1936.
    [Show full text]
  • War, Resistance, and Memorialization in Tuscany, 1943-1945
    Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Spring 2011 Heroes or Terrorists? War, Resistance, and Memorialization in Tuscany, 1943-1945 Lynda Lamarre Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Lamarre, Lynda, "Heroes or Terrorists? War, Resistance, and Memorialization in Tuscany, 1943-1945" (2011). Electronic Theses and Dissertations. 596. https://digitalcommons.georgiasouthern.edu/etd/596 This thesis (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. HEROES OR TERRORISTS? WAR, RESISTANCE, AND MEMORIALIZATION IN TUSCANY, 1943-1945 by LYNDA LAMARRE (Under the Direction of Charles S. Thomas) ABSTRACT This thesis will delve into the unfolding of the Italian Resistance, from an underground association to a militant organization, which aided and facilitated the Allied advance to northern Italy. Particular emphasis will be placed on the actions and consequences of the Resistance in rural Tuscany and their affect on the local population. It will examine the changing views of Italian society, from the immediate post-war era and the decades that followed, with a brief examination of the cinematographic influences on the social views. It will include the debate over who deserves a commemorative monument and the divided and changed memory regarding the Resistance. Finally, the author will examine the current debate over the most appropriate way to memorialize the complicated and tumultuous struggle to free Italy over sixty years ago.
    [Show full text]