Debate on Fascism What Fascism Is Not and Is. Thoughts on the Re-Inflation of a Concept
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Playing with Dynamite: U.S. Foreign Policy Toward Palestine, 1945-1948
University of New Hampshire University of New Hampshire Scholars' Repository Master's Theses and Capstones Student Scholarship Spring 2017 Playing with Dynamite: U.S. Foreign Policy Toward Palestine, 1945-1948 Jared Paul Rivard University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/thesis Recommended Citation Rivard, Jared Paul, "Playing with Dynamite: U.S. Foreign Policy Toward Palestine, 1945-1948" (2017). Master's Theses and Capstones. 925. https://scholars.unh.edu/thesis/925 This Thesis is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Master's Theses and Capstones by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. Playing with Dynamite: U.S. Foreign Policy Toward Palestine, 1945-1948 By Jared Rivard BA History, University of Massachusetts Amherst, 2009 THESIS Submitted to the University of New Hampshire in Partial Fulfillment of the Requirements for the Degree of Master of Arts in History May, 2017 This thesis has been examined and approved in partial fulfillment of the requirements for the degree of Master of Arts in History by: Kurk Dorsey, Professor of History J. William Harris, Professor of History Jason Sokol, Associate Professor of History On May 9, 2017 Original approval signatures are on file with the University of New Hampshire Graduate School. ii TABLE OF CONTENTS MAPS. ..............................................................................................................….. v ABSTRACT .................................................................................................. ...….. vii INTRODUCTION: THE POWDER KEG IN THE MIDDLE EAST…………… 1 A Crisis of Lasting Importance…………………....................................... 1 Historiography…………………………...…............................................. -
“I Am Afraid Americans Cannot Understand” the Congress for Cultural Freedom in France and Italy, 1950–1957
“I Am Afraid Americans Cannot Understand” The Congress for Cultural Freedom in France and Italy, 1950–1957 ✣ Andrea Scionti Culture was a crucial yet elusive battlefield of the Cold War. Both superpowers tried to promote their way of life and values to the world but had to do so care- fully. The means adopted by the United States included not only propaganda and the use of mass media such as cinema and television but also efforts to help shape the world of highbrow culture and the arts. The Congress for Cultural Freedom (CCF), an organization sponsored by the U.S. Central Intelligence Agency (CIA), offered U.S. policymakers and intellectuals the opportunity to provide indirect support for anti-Communist intellectuals without being openly associated with their activities. Although the CCF represented one of the main instruments for the United States to try to win the hearts and minds of postwar Europe, it also created new challenges for U.S. Cold War- riors. By tying themselves to the European intelligentsia, they were forced to mediate between different societies, cultures, and intellectual traditions. This article looks at the contexts of France and Italy to highlight this interplay of competing notions of anti-Communism and cultural freedom and how the local actors involved helped redefine the character and limits of U.S. cultural diplomacy. Although scholars have looked at the CCF and its significance, es- pecially in the Anglo-Saxon world, a focus on French and Italian intellectuals can offer fresh insights into this subject. The Congress for Cultural Freedom was the product of a convergence of interests between the CIA’s recently established Office of Policy Coordination (OPC) and a small number of American and European intellectuals, many of them former Communists, concerned about the perceived success of the Soviet cultural offensive in Western Europe. -
An Analysis of the Parallel Frames in the Media Used To
AN ANALYSIS OF THE PARALLEL FRAMES IN THE MEDIA USED TO DESCRIBE COMMUNISM IN THE EARLY COLD WAR AND TERRORISM IN THE POST-9/11 ERA By: SAVANNAH CARTER A THESIS Presented to the Department of Journalism and Communications and the Robert D. Clark Honors College in partial fulfillment of the requirements for the degree of Bachelor of Arts June 2015 Acknowledgements I would like to thank Professors Suzanne Clark, Jane Cramer, and Gretchen Soderlund for their patience and insights, which aided immensely in allowing me to delve into not just one, but two crucial periods in American history. In addition, I am sincerely grateful to all of the members of the Robert D. Clark Honors College, specifically Thesis Coordinator Miriam Jordan and my past professors for their guidance in the research and thesis development process. Without their help this undertaking would not have been possible. And finally, I would like to acknowledge my amazing family, in particular my parents Larry and Cheryl as well as my sister Victoria Carter for being patient with me this past year. From talking sense into me during countless tearful phone calls, to reading through my hundred page drafts and listening to me rant about even the most mundane aspects of the process, I couldn’t be more grateful for all of their love and support. Truly this thesis is for them. iii Table of Contents Key Terms vi Introduction 1 Chapter 1: The Early Cold War Years I. Post World War II and the Official Start of the Cold War 4 A. Brief Historical Context 4 B. -
Walter Laqueur: the Last Days of Europe Study Guide
Scholars Crossing Faculty Publications and Presentations Helms School of Government 2007 Walter Laqueur: The Last Days of Europe Study Guide Steven Alan Samson Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/gov_fac_pubs Part of the Other Social and Behavioral Sciences Commons, Political Science Commons, and the Public Affairs, Public Policy and Public Administration Commons Recommended Citation Samson, Steven Alan, "Walter Laqueur: The Last Days of Europe Study Guide" (2007). Faculty Publications and Presentations. 132. https://digitalcommons.liberty.edu/gov_fac_pubs/132 This Article is brought to you for free and open access by the Helms School of Government at Scholars Crossing. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. WALTER LAQUEUR: THE LAST DAYS OF EUROPE STUDY GUIDE, 2007 Steven Alan Samson INTRODUCTION Study Questions 1. A Very Brief Tour Through the Future of Europe How have the sights, sounds, and smells of London, Paris, and Berlin changed since 1977? How did immigration to those cities differ one hundred years compared with today? What are the typical characteristics of the immigrants of 2006? 2. The Last Days of Old Europe What is “Old Europe?” What is the role of tourism in the European economy? What accounted for the author’s optimism in the 1970s? What were some of the danger signs in the 1970s? What did leading demographers show? What were some of Russia’s problems in the 1980s? How did the new immigrants differ from the guest workers of the 1950s? How did the European vision differ from the American dream? What accounted for the rosy picture painted of Europe by Tony Judt, Mark Leonard, and Charles Kupchan? What was the general consensus of EU’s 2000 meeting in Lisbon? Review danger signs in the 1970s new immigrants resistance to assimilation European vision Tony Judt CHAPTER ONE: EUROPE SHRINKING Study Questions 1. -
Is Islamofascism Even a Thing? the Case of the Indonesian Islamic
Is Islamofascism even a thing? Th e case of the Indonesian Islamic Defenders’ Front (FPI) Stephen Miller Abstract—Although a term with roots going back to 1933, “Islamofascism” did not gain wide-spread use until the beginning of the 21st century. In the West the term has often been associated with conservative and far right-wing politics, giving it Islamophobic overtones. However, in Indonesia and other Muslim majority coun- tries at times it can emerge in public discussion and debates as a rhetorical weapon of liberal intellectuals when discussing conserva- tive and far right-wing “Islamist” organizations—although in Indo- nesia the more common term is “religious fascist.” Th is paper exam- ines theories of fascism built up in “Fascist Studies” (the so-called “New Consensus”), as well as those of non-Stalinist Marxists and longue durée approaches to the history of fascism and the far right to see what light they might shed on the character of the Indonesian Islamic Defenders’ Front (Front Pembela Islam, FPI). It concludes that while “Islamofascism” might be an interesting and productive stepping-off point, and while there are some parallels that can be drawn between FPI politics and ideology and those of fascism and far right politics as identifi ed in this literature, the term “Islamofas- cist” is nevertheless problematic. Th is is both because of its Islamo- phobic overtones and because the politics and ideology of the FPI are still coalescing as the organization emerges on the national stage. Keywords: Fascism, Islamic Defenders’ Front (FPI), Indonesia, ideology, Islamofascist Asian Review 30(2), 2017, pp. -
Palestine and Transjordan in Transition (1945–47)
Chapter 1 Palestine and Transjordan in Transition (1945–47) 1 Framing the Background 1.1 “Non possumus”? The Alternate Relations between the Holy See and the Zionist Movement (1897–1939) At the turn of the twentieth century, the Holy See’s concern about the situation of Catholics in the eastern Mediterranean was not limited to the rivalry among European powers to achieve greater prominence and recognition in Jerusalem. By the end of the nineteenth century, a new actor had appeared on the scene: the Jewish nationalist movement, Zionism, whose significance seemed to be on the increase all over Europe after it had defined its program and as the num- ber of Jews emigrating to Palestine after the first aliyah (1882–1903) became more consistent.1 The Zionist leaders soon made an attempt at mediation and rapproche- ment with the Holy See.2 Indeed, the Vatican’s backing would have been 1 From the vast bibliography on Zionism, see, in particular, Arturo Marzano, Storia dei sion- ismi: Lo Stato degli ebrei da Herzl a oggi (Rome: Carocci, 2017); Walid Khalidi, From Haven to Conquest: Readings in Zionism and the Palestine Problem until 1948, 3rd ed. (Washington, DC: Institute for Palestine Studies, 2005); Alain Dieckhoff, The Invention of a Nation: Zionist Thought and the Making of Modern Israel, trans. Jonathan Derrick (New York: Columbia University Press, 2003); Georges Bensoussan, Une histoire intellectuelle et politique du sionisme, 1860–1840 (Paris: Fayard, 2002); Walter Laqueur, A History of Zionism (New York: Schocken, 1989); Arthur Hertzberg, ed., The Zionist Idea: A Historical Analysis and Reader (Philadelphia: Jewish Publication Society, 1959). -
“Islamofascism”? Introduction
Die Welt des Islams 52 (2012) 225-241 “Islamofascism”? Introduction Stefan Wild (guest editor) University of Bonn 1. Origin and Development of a Term e term “Islamofascism” has gained ground in the last few years and has even made it into respectable dictionaries. e usefulness of the term is, however, severely contested. is special issue of Die Welt des Islams collects a number of essays on “Islamofascism” and on its under- lying political assumptions. Scholars of different backgrounds have attempted to set this term in its European, US American, and Middle Eastern contexts and to evaluate its analytical value. ere were two disconcerting reactions when I initially confided to people that I was busy collecting essays on the topic of “Islamofascism”. e first and least expected one was a cordial congratulation that I had finally seen the light and brought myself to call a spade a spade and Islam a fascist religion. It seemed difficult to make the quotation marks and the question mark in the title “Islamofascism”? audible. e second reaction was an impatient groan preceding the anguished question whether it was really necessary to flog a dead horse and to devote more than 300 pages to an evidently politically biased and polemical term. e third reaction was friendly, and as this was the majority reaction I took heart and was encouraged to go ahead. e result is this thematic issue. When “Islam” is discussed in current scholarly discourse, it has become fashionable to insist that neither glorification of Muslims and Islam nor Islamophobia are in order. ere is an element of laudable political correctness in this. -
HIST 31205 Fall 2020 the Arab-Israeli Conflict Place
HIST 31205 Fall 2020 The Arab-Israeli Conflict Place: BRWN 1154 Day and Time: M-W-F, 10:30 am – 11:20 am Instructor: Professor Holden Student Hours: M & W, 8:15 am – 9:15 am Email: [email protected] The US media sometimes presents the Arab-Israeli conflict as an irreconcilable divide between Muslims and Jews, but tensions originated just a little over a century ago. This class traces the emergence of political fault lines by assessing conditions in Ottoman Palestine, the effects of World War I on the Middle East, the immigration of European Jews in the Interwar Era and after World War II, the divisive policies implemented by the British in the Mandate era, the establishment of a Jewish state and the subsequent wars between Israel and surrounding Arab countries. In the end, religion is just a part of a long history of conflict and engagement. Learning Outcomes • Topical --To increase understandings of the political, economic and cultural forces that acted as a catalyst for the Arab-Israeli conflict and continue to underpin and stir them. --To reflect on the symbols (monuments, songs, literature, film, language) of Israeli and Palestinian nationalism in order to understand conflict and culture production. --To assess diverging narratives of the Arab-Israeli conflict in film, memoir and other documents, thereby developing students’ abilities to reflect upon and argue about the past. • Analytical --To improve writing skills. --To improve oral communication. --To stimulate analytical consideration of complex issues. --To increase global fluency, or student knowledge about diverse cultures. Basically, this class attends to the five skills that USA Today (https://www.usatoday.com/story/money/personalfinance/2015/05/03/cheat-sheet-skills-college- grads-job/26574631/ ) marks as critical for making a positive impression on employers: ability to interact with people, problem-solving skills, oral communication, and written communication. -
Use of Mass Media by Terrorists (And Vice Versa)
Chapter 18 Prevention of (Ab-) Use of Mass Media by Terrorists (and vice versa) Alex P. Schmid Modern terrorism is media terrorism. The media are attracted by extreme terrorist acts not only because it is their duty to report on any major event but also because the dramatic and spectacular aspect of terrorism fascinates the general public. Today’s terrorists exploit this and act in a way which will attract maximum attention around the world. - European Parliamentary Assembly Report (2005)1 The terrorists need the media, and the media find in terrorism all the ingredients of an exciting story – - Walter Laqueur (1999)2 This chapter explores both the use of mass media by terrorists and the use of terrorism- generated news by mass media. Ever since the attention-raising effectiveness of “propaganda of the deed” was discovered in the second half of the 19th century, terrorists have exploited the mass media’s propensity to cover “bad news” extensively, first with the help of the rotary press, then followed by radio and television. Mass media, in turn, have often given broad coverage to terrorist attacks since the “human interest” generated by acts of demonstrative public violence attracts large audiences and generates extra revenue. There is a fine line between the media adhering to the public’s right to know, and broad media coverage creating exaggerated anxiety and thereby intimidating the public. Some existing media guidelines for covering terrorist news are discussed and evaluated with an eye on harm prevention resulting from the coverage of terrorist incidents. Keywords: 9/11, Al Qaeda, audience, censorship, communication, contagion, guidelines, ISIS, jihad, mass media, media jihad, news, news values, propaganda of the deed, radicalisation, television, terrorism 1 European Parliamentary Assembly, ‘Media and Terrorism. -
Dan Caldwell Final Report
1 The Insecurity of Security: NATO and the New Strategic Landscape Final Report NATO-EAPC Research Fellowship November 2002 Professor Dan Caldwell Department of Political Science Pepperdine University Malibu, California 90263 United States of America 2 Table of Contents Introduction 3 Chapter 1: NATO and the Prague Summit 4 Chapter 2: NATO, Terrorism and Cooperative Security 27 Chapter 3: The US, Europe and the War on Terrorism 48 3 Introduction In July 2001, the North Atlantic Treaty Organization (NATO) awarded me a NATO-EAPC Research Fellowship. This document is the Final Report for this fellowship. An Interim Report was submitted in May 2002. The research on which this Final Report is based resulted from a number of activities supported by the fellowship. These included the following: (1) interviews with officials in the Ministry of Defence and the Foreign and Commonwealth Office in London in December 2001; (2) participation in a colloquium on European security at Stanford University in March 2002; (3) interviews and meetings with various NATO officials in Brussels, Mons, Kosovo and Prague in April 2002; (4) presentation of a draft of Chapter 1 of this report to the European Forum of the Institute for International Studies at Stanford University in June 2002; and, (5) interviews and archival research in London in July 2002. For their comments on previous drafts of this report, I would like to thank Professor Friedrich Steinhausler, Professor Heinz Gaertner and Ambassador Karel Kovanda. I would also like to thank Ms. Anna Verscheure-Langenberg of the NATO Office of Information and Press for administering this fellowship. -
Nazi Party from Wikipedia, the Free Encyclopedia
Create account Log in Article Talk Read View source View history Nazi Party From Wikipedia, the free encyclopedia This article is about the German Nazi Party that existed from 1920–1945. For the ideology, see Nazism. For other Nazi Parties, see Nazi Navigation Party (disambiguation). Main page The National Socialist German Workers' Party (German: Contents National Socialist German Nationalsozialistische Deutsche Arbeiterpartei (help·info), abbreviated NSDAP), commonly known Featured content Workers' Party in English as the Nazi Party, was a political party in Germany between 1920 and 1945. Its Current events Nationalsozialistische Deutsche predecessor, the German Workers' Party (DAP), existed from 1919 to 1920. The term Nazi is Random article Arbeiterpartei German and stems from Nationalsozialist,[6] due to the pronunciation of Latin -tion- as -tsion- in Donate to Wikipedia German (rather than -shon- as it is in English), with German Z being pronounced as 'ts'. Interaction Help About Wikipedia Community portal Recent changes Leader Karl Harrer Contact page 1919–1920 Anton Drexler 1920–1921 Toolbox Adolf Hitler What links here 1921–1945 Related changes Martin Bormann 1945 Upload file Special pages Founded 1920 Permanent link Dissolved 1945 Page information Preceded by German Workers' Party (DAP) Data item Succeeded by None (banned) Cite this page Ideologies continued with neo-Nazism Print/export Headquarters Munich, Germany[1] Newspaper Völkischer Beobachter Create a book Youth wing Hitler Youth Download as PDF Paramilitary Sturmabteilung -
1 Introduction: Why Fascism Is a 'Key Concept' What Then Is Fascism
Introduction: Why Fascism is a ‘Key Concept’ What then is fascism? Some sixteen centuries ago, St Augustine of Hippo wrote in Book XI of his Confessions: ‘What then is time? If no one asks me, I know what it is. If I wish to explain it to him who asks, I do not know.’ A similar problem is posed by fascism. Most people who have been educated in the West instinctively ‘know what fascism is’ until they have to explain it to someone else, at which point the attempted definition tends to get increasingly convoluted and incoherent (an assertion that could be tested as a seminar exercise!). The rationale for theis addition of this title to Polity’s ‘Key Concepts in Political Theory’ series is that not only is it impossible to simply to state ‘what fascism is’, but, a century after the word came into being to refer to a new Italian political movement and programme, its definition as a term of political and historical analysis is still bewilderingly varied and hotly debated. Hence the need for this ‘beginner’s guide’, conceived for those studying at any level in the historical or political sciences who have reached the point where they have been recommended (or, even better, spontaneously feel the need for) a synoptic account of fascist studies, a relatively compact and accessible definition of fascism, as well asand a brief overview of its main features, history, and developmentevolution, when this definition is applied to actual policies, movements and events. Study guides in the humanities run the risk of being frustratingly abstract and opaque, reminiscent of an instruction manual for a flat- pack table tennis table which only makes sense only once the table has been assembled, leaving some mysterious nuts, bolts and washers left over (I speak from experience).