Mission on the Rhine: Reeducation and Denazification in American-Occupied Germany
TL;DR: Tent as discussed by the authors has drawn on declassified documents and interviews with veterans of the Occupation to bring to life the dilemmas American officials faced in balancing the need for a political purge against the need to rehabilitate a disrupted society but also the paradoxes involved in a democracy's attempt to impose its ideals on another people.
Abstract: German society underwent greater change under the four years of military occupation than it had under Hitler and the Nazis. The issue of reeducation lay at the heart of America's occupation policies. Encompassing denazification, restructuring of the school system, university reform, and cultural exchange, reeducation began as an idealistic (and naive) attempt to democratize Germany by making her over in the American image. For this meticulously researched study, James F. Tent has drawn on a wealth of recently declassified documents and on numerous personal interviews with veterans of the Occupation. He brings to life not only the dilemmas American officials faced in balancing the need for a political purge against the need to rehabilitate a disrupted society but also the paradoxes involved in a democracy's attempt to impose its ideals on another people. His book chronicles the dedicated work of many Americans; it also illuminates America's Occupation experience as a whole.
Citations
More filters
Book•
01 Jun 2008TL;DR: In this article, the authors present trajectories, maps, and lessons from the past of US public diplomacy, including the foundations of US information overseas, and the history of the USIA.
Abstract: Prologue: the foundations of US information overseas 1. Getting the sheep to speak: the Truman years, 1945-53 2. Mobilizing 'the P-Factor': Eisenhower and the birth of the USIA, 1953-6 3. In the shadow of Sputnik: the second Eisenhower administration, 1957-61 4. Inventing truth: the Kennedy administration, 1961-3 5. Maintaining confidence: the early Johnson years, 1963-5 6. 'My radio station': the Johnson administration, 1965-9 7. Surviving detente: the Nixon years, 1969-74 8. A new beginning: the Ford administration, 1974-7 9. From the 'two-way' mandate to the second Cold War: the Carter administration, 1977-81 10. 'Project Truth': the first Reagan administration, 1981-4 11. Showdown: the second Reagan administration, 1985-9 Epilogue: victory and the strange death of the USIA, 1989-99 Conclusion: trajectories, maps, and lessons from the past of US public diplomacy.
122 citations
Dissertation•
01 Jan 2018
TL;DR: In this paper, an analysis of the development of new music in occupied Germany from the end of World War Two, on 8 May 1945, until the end in 1946, in terms of the creation of institutions for the propagation of New Music, in the form of festivals, concert series, radio stations, educational institutions and journals focusing on such a field, alongside an investigation into technical and aesthetic aspects of music being composed during this period.
Abstract: This thesis is an analysis of the development of new music in occupied Germany from the end of World War Two, on 8 May 1945, until the end of 1946, in terms of the creation of institutions for the propagation of new music, in the form of festivals, concert series, radio stations, educational institutions and journals focusing on such a field, alongside an investigation into technical and aesthetic aspects of music being composed during this period. I argue that a large number of the key decisions which would affect quite fundamentally the later trajectory of new music in West Germany for some decades were made during this period of a little over eighteen months. I also argue that subsequent developments up to the year 1951, by which time the infrastructure was essentially complete, were primarily an extension and expansion of the early period, when many of the key appointments were made, and institutions created. I also consider the role of new music in mainstream programming of orchestras, opera houses, chamber music societies, and consider all of these factors in terms of the occupation policies of the three Western powers – the USA, the UK and France.
Furthermore, I compare these developments to those which occurred in during the Weimar Republic and the Third Reich, of which I give an overview, and argue as a result that the post-war developments, rather than being radically new, constituted in many ways a continuation and sometimes distillation of what was in place especially in the Weimar years. I conclude that the short period at the centre of my thesis is of fundamental importance not only for the course of German new music, but that in Europe in general.
88 citations
Book•
16 Dec 2013
TL;DR: In this article, the authors compared education from the margins to the mainstream and education for peace building: Rwanda in comparative perspective, in the context of the 1994 Rwandan genocide and post-genocide education.
Abstract: 1 Moving education from the margins to the mainstream 2 Colonial schooling 3 Schooling under the Rwandan republics 4 Schooling after genocide 5 Education for peace building: Rwanda in comparative perspective 6 Conclusion
78 citations
Dissertation•
01 Jan 2018
60 citations
Book•
20 Oct 2016TL;DR: The authors show that states do not have identities any more than people do, and that people are at least as likely to invoke national identifications as rationalizations for policies pursued for other reasons as they are to be influenced by them.
Abstract: Identity is the master variable for many constructivist scholars of international politics. In this comparative study, Richard Ned Lebow shows that states do not have identities any more than people do. Leaders, peoples, and foreign actors seek to impose national identifications consistent with their political projects and psychological needs. These identifications are multiple, fluid and rise in importance as a function of priming and context. Leaders are at least as likely to invoke national identifications as rationalizations for policies pursued for other reasons as they are to be influenced by them. National identifications are nevertheless important because they invariably stress the alleged uniqueness of a people and its country, and are a principal means of seeking status and building self-esteem. Lebow tracks the relative appeal of these principles, the ways in which they are constructed, how they influence national identifications, and how they in turn affect regional and international practices.
59 citations
References
More filters
Book•
01 Jun 2008TL;DR: In this article, the authors present trajectories, maps, and lessons from the past of US public diplomacy, including the foundations of US information overseas, and the history of the USIA.
Abstract: Prologue: the foundations of US information overseas 1. Getting the sheep to speak: the Truman years, 1945-53 2. Mobilizing 'the P-Factor': Eisenhower and the birth of the USIA, 1953-6 3. In the shadow of Sputnik: the second Eisenhower administration, 1957-61 4. Inventing truth: the Kennedy administration, 1961-3 5. Maintaining confidence: the early Johnson years, 1963-5 6. 'My radio station': the Johnson administration, 1965-9 7. Surviving detente: the Nixon years, 1969-74 8. A new beginning: the Ford administration, 1974-7 9. From the 'two-way' mandate to the second Cold War: the Carter administration, 1977-81 10. 'Project Truth': the first Reagan administration, 1981-4 11. Showdown: the second Reagan administration, 1985-9 Epilogue: victory and the strange death of the USIA, 1989-99 Conclusion: trajectories, maps, and lessons from the past of US public diplomacy.
122 citations
Dissertation•
01 Jan 2018
TL;DR: In this paper, an analysis of the development of new music in occupied Germany from the end of World War Two, on 8 May 1945, until the end in 1946, in terms of the creation of institutions for the propagation of New Music, in the form of festivals, concert series, radio stations, educational institutions and journals focusing on such a field, alongside an investigation into technical and aesthetic aspects of music being composed during this period.
Abstract: This thesis is an analysis of the development of new music in occupied Germany from the end of World War Two, on 8 May 1945, until the end of 1946, in terms of the creation of institutions for the propagation of new music, in the form of festivals, concert series, radio stations, educational institutions and journals focusing on such a field, alongside an investigation into technical and aesthetic aspects of music being composed during this period. I argue that a large number of the key decisions which would affect quite fundamentally the later trajectory of new music in West Germany for some decades were made during this period of a little over eighteen months. I also argue that subsequent developments up to the year 1951, by which time the infrastructure was essentially complete, were primarily an extension and expansion of the early period, when many of the key appointments were made, and institutions created. I also consider the role of new music in mainstream programming of orchestras, opera houses, chamber music societies, and consider all of these factors in terms of the occupation policies of the three Western powers – the USA, the UK and France.
Furthermore, I compare these developments to those which occurred in during the Weimar Republic and the Third Reich, of which I give an overview, and argue as a result that the post-war developments, rather than being radically new, constituted in many ways a continuation and sometimes distillation of what was in place especially in the Weimar years. I conclude that the short period at the centre of my thesis is of fundamental importance not only for the course of German new music, but that in Europe in general.
88 citations
Book•
16 Dec 2013
TL;DR: In this article, the authors compared education from the margins to the mainstream and education for peace building: Rwanda in comparative perspective, in the context of the 1994 Rwandan genocide and post-genocide education.
Abstract: 1 Moving education from the margins to the mainstream 2 Colonial schooling 3 Schooling under the Rwandan republics 4 Schooling after genocide 5 Education for peace building: Rwanda in comparative perspective 6 Conclusion
78 citations
Dissertation•
01 Jan 2018
60 citations
Book•
20 Oct 2016TL;DR: The authors show that states do not have identities any more than people do, and that people are at least as likely to invoke national identifications as rationalizations for policies pursued for other reasons as they are to be influenced by them.
Abstract: Identity is the master variable for many constructivist scholars of international politics. In this comparative study, Richard Ned Lebow shows that states do not have identities any more than people do. Leaders, peoples, and foreign actors seek to impose national identifications consistent with their political projects and psychological needs. These identifications are multiple, fluid and rise in importance as a function of priming and context. Leaders are at least as likely to invoke national identifications as rationalizations for policies pursued for other reasons as they are to be influenced by them. National identifications are nevertheless important because they invariably stress the alleged uniqueness of a people and its country, and are a principal means of seeking status and building self-esteem. Lebow tracks the relative appeal of these principles, the ways in which they are constructed, how they influence national identifications, and how they in turn affect regional and international practices.
59 citations