Calls for Papers

Carleton University

Symposium: “What’s New about New Media? The Technology of Protest Past and Present”

Department of History
Carleton University, Ottawa Canada
May 15 and 16th 2014.

From the G8 demonstrations to the Occupy Movements, Idle No More, and revolutions in the Middle East, the last few years have witnessed a phenomenal upswing in the use of social media in popular protest. Social technology has played an important role in mobilizing grassroots opposition and, according to some scholars and pundits, it has served to politicize a broader base, bringing about greater participation in and new forms of civic action. Activists use platforms like Flickr, Facebook, Instagram, and Twitter to raise consciousness around lightning-rod issues. New technologies aid in the organization of demonstrations. They help mobilize emotions, map out logistics, and after all is said and done, they catalogue and document opposition success and further challenges. Social media’s democratizing potential is not without its detractors, however, and alongside concerns for the protection of privacy and surveillance, skeptics question whether networked publics really can serve as meaningful spaces of protest and opposition.

In lending shape to everyday opposition, cataloguing images of excess and exuberance, and circulating them in networked publics, there can be no doubt Web 2.0 is writing a history of the present. Yet aside from the thorny issue of impact, it is worth asking how new is new media in the way it shapes protest and opposition? This two-day symposium takes a longue durée approach to this question. It aims to bring together early modern
historians with modernists and media/communications scholars to interrogate what is in fact new, different, and unique about how “old” and “new” media have structured, popularized, given voice to, and helped mobilize protest and opposition across time and space.

We will discuss pre-circulated papers of 15 pages in length. Each paper should demonstrate a conceptual engagement with the interplay of time and place-specific media and their relation to public sentiment and opposition. We will also have two keynote addresses, one from a communications scholar, the other from an historian.

Themes may include:

  • vernacular forms of protest across time and media
  • protest and public engagement, diverse publics, counterpublics
  • protest and affect
  • protest as performance, the staging of opposition, counter protest and
  • solidarity
  • visualizing or mapping violence, resistance, and identity
  • media, self, and subjectivity – forging activist or oppositional selves
  • networks of opposition and collusion
  • rethinking the local, the regional, and the global
  • mediatized protest: archive, database, scrapbook
  • media, protest, and public/social memory

Please forward a short CV and a 1-2 page paper abstract to the following address by January 15th, 2014.

Dr. Jennifer Evans
Associate Professor and Graduate Chair
Department of History
1125 Colonel By Drive
Ottawa, ON
K1S 4P6

Email: newmediaconference@carleton.ca
WWW: http://hate2point0.com/new-media-cfp

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Teaching German Film and Television: Challenges and Possibilities

AATG/ACTFL, Nov. 21-23, 2014, San Antonio, Texas

Films and television programs have become an integral part of the teaching of German language, literature, and culture. Several new publications on German film geared specifically to the foreign-language classroom have appeared in recent years, and the wide availability of German audiovisual materials on DVDs, YouTube, and the Internet has made the teaching of film and television easier than ever. But the seductive simplicity of the audiovisual medium also distracts from significant methodological challenges of using film and television in language and literature/culture classes and obscures problematic assumptions about the relationship between audiovisual media and social reality and national identity. This session invites presentations that address these problems in relation to questions of didactics, methodology, and course and curriculum development and that
offer solutions through best practices in individual courses and lesson plans.

This panel is sponsored by the German Studies Association. Please send an abstract (250 words) plus short bio blurb to session chair Sabine Hake at Hake@austin.utexas.edu by January 6, 2014.

Funding Opportunities

CEHS

CEHS Research Grants for Dissertation and Postdoctoral Travel for Central
European History

Deadline: January 31, 2014

The Central European History Society (CEHS) seeks applications from North American doctoral candidates (ABD) and recent PhDs (up to three years after completion of degree) in Central European history for travel and research grants up to $6,000. Funds are intended to support dissertation research and follow-up research, and may be used on travel between 1 April and 31 December 2014.

Applicants should be affiliated with an accredited North American institution of higher education and a member of the Central European History Society at or near the time of application. Membership in CEHS is automatic with an individual subscription to the journal /Central European History/ ($27 annually for graduate students and $42 for others). See
www.centraleuropeanhistory.org for membership.

Application Procedure:
The following materials are required:

  • Application Form
  • Curriculum Vitae
  • Statement of Purpose (1000 word limit)
  • 2 Letters of Recommendation
  • Budget Worksheet
  • Written Project Report (required at the conclusion of the grant)

For the online application, see:  www.wizehive.com/apps/CEHS2014

All materials, including letters of reference, must be received by the official deadline of January 31, 2014.  Applicants are advised to give their referees several weeks notice of their need for a letter. For further information or inquiries, please contact Prof. Celia Applegate, Vanderbilt University: celia.applegate@vanderbilt.edu.

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“Capital and Commodities:”  The Institute for Historical Studies at the University of Texas at Austin (2014-2015) 

For the Institute’s 2014–15 program, we invite proposals for research into the history of capital and commodities.  The co-development of financial and ecological crises, the global proliferation of mass consumerism, and ongoing social and military conflicts over access to natural resources suggest the critical importance of historicizing the study of capital and commodities.  Indeed, over the last several decades, historians have compiled an impressive body of work on the history of commodities and their production, circulation, uses, and cultural significance. Research into commodity chains has forced historians to consider questions of social identity formation and has invigorated analysis of systems of communication and representation.  Historical studies have also revealed the impact of
commodity production and consumption on natural landscapes and sociopolitical formations.  Recent globalized economic crises have further helped focus scholarly attention on how commodity exchange and capitalcreation involve the conjunctural dimensions of history:  credit booms and debt crises, cycles of inflation and deflation, economic growth (and its intellectual constructions) and limits to growth.   In this vein, the
Institute encourages analytical approaches that underscore the sociocultural, political, environmental and intellectual underpinnings of the history of capital and commodities.  We especially welcome proposals that encompass broad timespans (including the medieval and early modern periods) and that reach across geographic areas and disciplinary boundaries. Read more at:

http://www.utexas.edu/cola/insts/historicalstudies/news/7106

The IHS invites applications for resident fellows at all ranks. Deadline: January 15, 2014 (12:00 midnight CST). For more information about the institute’s fellowship and application process, please visit:
http://www.utexas.edu/cola/insts/historicalstudies/fellowships/resident-fellows.php

For further information on IHS, including events programming and applications for residential fellowships for 2013-14, please visit the IHS website: http://www.utexas.edu/cola/insts/historicalstudies/

Queries: historyinstitute@austin.utexas.edu

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CEU logo_w_text_on_right

Generous Scholarships Available: The Department of History at Central
European University

Central European University is an English-language, graduate university with an urban campus located in the beautiful center of the thriving cultural capital–Budapest, Hungary.  A university with students from over 100 countries and faculty from more than 40, CEU offers a cosmopolitan learning environment in small, seminar-style courses with a
student/faculty ratio of 8:1.  CEU is accredited in the United States as well as the European Union (Hungary).

CEU’s Department of History offers students interdisciplinary and comparative perspectives on the history and culture of Central, Southeastern, and Eastern Europe in conjunction with the Ottoman, Middle Eastern, and larger Eastern Mediterranean world.  Our curriculum covers this broad Eurasian span from the early modern period to the present, and we also encourage our students to take classes and engage with
faculty and peers in other disciplines at the University such as Medieval Studies, Anthropology, Public Policy, Gender Studies, Sociology, Environmental Studies, as well as Legal Studies just to name a few.   Our community challenges our students to craft cutting-edge research projects in dialogue with the current debates and research at
the forefront of the social sciences and humanities.  Please visit our website to learn more about our thriving community in the department as well as the success stories of our recent alumni who have landed coveted positions in competitive tenure-track posts, the world’s top PhD programs, as well as high positions in government, NGOs, and the private
sector.

Programs offered:

  •  Master of Arts in Central European History (One Year)
  •  Master of Arts in Comparative History: Central, Eastern and Southeastern Europe 1500-2000 (Two Years)
  •  Master of Arts in European Women’s and Gender History (MATILDA) (Two Years)
  •  Doctor of Philosophy in Comparative History of Central, Southeastern and Eastern Europe
  •  Specializations in Religious Studies, Jewish Studies, and Eastern Mediterranean Studies

Selected Areas of Research:

  • Comparative history of the Habsburg, Ottoman, and Russian
  • Empires
  • Nationalism Studies
  • Social and Cultural History
  • Gender Studies
  • Labor and Migration History
  • Comparative history of fascism
  • Comparative history of communism
  • Comparative religious studies
  • Urban studies
  • Late antique and early modern history
  • Intellectual history

While earning degrees at CEU, we also encourage our students to take advantage of paleography as well as language classes in the Department and CEU’s Source Language Teaching Unit that teaches beginning,intermediate, as well as advanced Arabic, Armenian, Ancient Greek, Bosnian/Serbian/Croatian, German, Hungarian, Latin, Russian, Ottoman
Turkish, Turkish and others.

The application deadline is January 23, 2014.  Early applications are encouraged.
For inquiries about the department, the programs, the funding schemes, and the admission process, or for any other questions related to our department, please contact Ms. Agnes Bendik: BendikAg@ceu.hu
For more information: http://bit.ly/1j6Z17T. The CEU History Department is also on Facebook: www.facebook.com/home.php#/group.php?gid=37739447124

Review: Soziale Strukturen & Semantiken des Religioesen im Wandel (Damberg)

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Wilhelm Damberg, ed. Soziale Strukturen und Semantiken des Religiösen im Wandel: Transformationen in der Bundesrepublik Deutschland 1949-1989. (Essen: Klartext Verlag, 2011).  222 pp.  EUR 24.95 (paper), ISBN 978-3-8375-0535-1.

Reviewed by Lauren N. Faulkner Rossi, University of Notre Dame, Department
of History

Religious Transformations in the Postwar World

In 2003, an interdisciplinary group of historians, theologians, sociologists, and educators in religious studies met at Bochum University, one of Germany’s preeminent research institutions, to commence an ambitious study of religious processes of transformation. In addition to religion, their specific focus was die Moderne, usually translated as “the modern” and, insofar as its definition is concerned, much open to debate in any language. With the support of the Deutsche Forschungsgemeinschaft (DFG), this collection of essays, Soziale Strukturen und Semantiken des Religiösen im Wandel, edited by Wilhelm Damberg, is deliberately presented as an interim account (Zwischenbilanz) focused on the German republic. The larger research project is meant to produce several more volumes in the coming years, moving beyond the current volume’s chronological framework (1949-89) as well as embracing transnational perspectives.

Damberg, a professor of church history at Bochum, edited the volume with the aid of Frank Bösch, Lucian Hölscher (who provides the final essay on secularization), Traugott Jähnichen, Volkhard Krech, and Klaus Tenfelde, who passed away shortly after its publication. Damberg is the author of the very detailed introduction, in which he both sketches the broad contours of the Bochum group’s project and offers useful overviews of the essays and their place within the larger context of the project. In pursing an
investigation of the transformation of religion in Germany after the Second World War, several themes run concurrently through the essays: the sociology of religion, including analyses of the processes of secularization, democratization, and privatization; the emergence of “new histories ” and their attention to religion (as opposed to older histories,
particularly of West Germany, which treated religion as a separate, unintegrated chapter); and theological developments, innovations, and controversies, including the impact of Vatican II and the attempts of the Protestant churches to come to terms with the recent German past.

Many of the authors offer interdenominational (that is, Protestant and Catholic) comparison, with an emphasis on the rise and influence of mass media, and the nature of the discourse about the role of religion and spirituality in the daily lives of individuals, including its participants and changes over time. These reflect the ambitions of the larger Bochum project: to produce a detailed examination of the religious sphere and its
gradual change over the years and decades since the last world war, and to evaluate the multiple influences of geography, gender dynamics, political contexts, economic realities, and the fluctuating strengths and weaknesses of ecclesiastical and nonecclesiastical institutions. Above all, the project highlights the interdependence of the social and the cultural worlds, which are treated as concurrent, overlapping spheres rather than
distinct entities. The processes and influences under consideration are situated in a six-point matrix that has a vertical dimension, divided into macro, meso, and micro levels, and two broad sociological dimensions, semantics and social structures (a helpful diagram is provided on page 23).

The essays themselves can be grouped into three distinct categories. In the first, devoted to religious socialization, Dimitrej Owetschkin takes on the changing role of priests, pastors, and the “priestly image.” Markus Hero examines the evolution of alternative religious forms, including noninstitutional spiritual movements of the private, popular, and
individual natures. Although Owetschkin and Hero are focusing on very different actors–one the lower clergy of institutional churches, the other new and unprecedented spiritual figures who had nothing to do with these churches–both locate the 1960s as an important nexus of the necessary transformative processes. Social engagement and criticism, a growing sense of “world responsibility,” the need for the churches to become more
expansive and horizontal, and less vertical (concentrated on hierarchy and authority), the drop in the number of regular churchgoers, and the growth of the service industry are a few of the several factors that Owetschkin and Hero cite in their analyses.

The second category deals with changes in the “business” of religion. Andreas Henkelmann and Katharina Kunter’s article examines the breaks with tradition in the fields of charity work and social welfare. Uwe Kaminsky and Henkelmann continue the study of social welfare trends in looking at the evolution of psychological counseling, and the emergence of church-run counselor services in the 1950s as a new kind of charity. Rosel
Oehmen-Vieregge investigates the development of women’s synods across (Western) Europe from the 1970s on. Sebastian Tripp’s article confronts the challenge of globalization to the institutional churches, the impact of decolonization on church missions, and changing perceptions of the Third World. Initiatives and pressures external to church leadership play a key role in each article. For Kunter, Kaminsky, and Henkelmann (who co-authored both pieces on welfare and charity), church-run organizations and clergy remained intrinsic to these kinds of operations, but demands for
professionalization and the availability of new kinds of education, particularly in the discipline of psychology, meant increased involvement of lay professionals, including women. Oehmen-Vieregge underscores the role that women played in becoming more active in church life via the formation of various women’s synods from the 1970s to the first decade of the twenty-first century, and Tripp follows with an analysis of the new
initiatives and kinds of legitimacy that emerged among Third World groups and missions after the disintegration of the colonial world. None of these articles goes so far as to suggest that traditional church leadership was overtly challenged, but all point to various new agents who had little to no relationship with church leaders, who gained mounting influence in operations that for decades had been under the prerogative of the churches.

The final category considers religion in the age of mass media and “the public” (die Öffentlichkeit). Sven-Daniel Gettys discusses changes in church policy regarding journalism and information sharing. Thomas Mittmann examines the ways in which the traditional churches attempted to maintain their social influence while simultaneously acknowledging the need for increased democratization through the use of popular events and the introduction of new liturgies and worship services. Nicolai Hannig studies
the role of the media in shaping religious beliefs in an age of rapidly developing media technology. Benjamin Städter’s article is a good complement to Hannig’s, focusing on the production of visual images of Vatican II and their proliferation and impact. Whereas Gettys and Mittman are interested in exploring the self-perception of the institutional churches by looking at hierarchical attitudes towards different forms of media, journalism, and church congresses, Hannig and Städter focus on the types of media that have tried to make the churches and religion more accessible, via documentaries, opinion polls, and the magazine Stern‘s public survey about religion in 1965, and via the publication and dispersal of photographs of popes, the church hierarchy, and the opening of Vatican II.

Lucian Hölscher’s article serves as a conclusion to the volume, examining various understandings of the slippery term “secularization” during the long 1960s. Hölscher’s investigation of the idea of secularization provides a terminological reflection on a word that appears in most of the essays in the volume, introducing the reader to a brief history of the term and suggesting that, if we accept that “secularization ” is one of the
twentieth century’s central concepts, more study must be conducted on the relationship between state and society in view of the religious sphere (and not merely on the social aspects of religion and the churches).

Readers should be aware of what the book is not: it is not a series of essays about people themselves who effected change. This volume deals with concepts–the transformation of semantics and structures, as the title indicates–rather than individuals. The authors are focused on processes and shifts over time in beliefs, attitudes, and modes of expression about religion and faith. There are very few named individuals, and none at all who serve as the explicit subject or focus of a study. The result is a volume that is oddly bereft of people, despite its interest in the ways people individually (the micro level, as stipulated in the introduction) and collectively (the meso and macro levels) experience and communicate about religion.

The book’s self-proclaimed aim, to study religious transformation in the modern era, means that its subject is large, ambitious, and not uncontroversial. And admittedly, there are some gaps. Damberg concedes in the introduction that the absence of East Germany in this study is notable, though he points to separate studies that are in the works. Yet the
volume’s attention to comparison, and the willingness of some of the essays to discuss the post-1990 period, leaves the reader thirsting for an idea of what was going on with East Germans and how they contributed to the post-1990 happenings. With few exceptions–Oehmen-Vieregge mentions the participation of Muslim women in some women’s gatherings; Hero discusses nontraditional spiritual figures, including gurus, shamans, and astrologers–the “religious sphere” is confined to and defined by the
Christian religions, leaving one impatient for the volumes (which are forthcoming) dealing with non-Christian ones, particularly the impact of Muslims and Jews in Germany in the last third of the twentieth century.

One may also criticize the book for being jargon-heavy, though the authors do provide definitions and explanations, sometimes quite detailed, especially if the word is controversial, of most of the terms in use (Eventisierung, featured prominently in Thomas Mittmann’s article, may be the only concept that has no ready English equivalent). In fact, this exercise in probing definitions is one of the book’s true strengths, since it invites the reader to rethink and challenge long-standing assumptions about different aspects of religious change in the twentieth century. In selecting “transformation” as the leitmotif of the book, normative concepts are destabilized, poked and prodded, and interrogated in innovative and enlightening ways. While the definition of words like modernization and
secularization remain variable, their meaning and impact on events and people, from psychologists and journalists to parish priests and pastors, is made clearer. Other terms, including liberalization, democratization, and pluralization, are given added coherence as individual articles demonstrate how they emerged to become important vehicles of change over time.

The book is also a successful example of distinctive approaches to the same subject: it is a solid showcase for effective interdisciplinary research and writing. The various methodologies emphasize the different research fields and specialties of the authors, who hold degrees in sociology, history, theology, philosophy, economics, and political philosophy. A list of publications of these authors is included at the back; perhaps in future
volumes, a list of short author biographies will also be included (biographies of authors for this book are found easily online, on the DFG-Forschergruppe website dedicated to the Bochum project). Because of the different questions, agendas, and research tools on display in these articles, they yield a multifaceted, detailed, broad-reaching book that
stays true to its core mission: underscoring the displacement, alteration, and relocation of church infrastructure in West Germany between 1949 and 1989, and the instabilities in and changes to religious meaning and interpretation. Moreover, the authors do not attempt to offer the final word on any of the subjects under consideration; this is the opening of a
discussion rather than its conclusion. If this book sets the standard for the Bochum project’s coming volumes, which the editor insists will expand beyond the borders of West Germany and Europe, and beyond the four-decade time frame featured here, then a significant new series is in the making, and anyone with an interest in the relationship between society and religion needs to take notice.

Citation: Lauren N. Faulkner Rossi. Review of Damberg, Wilhelm, ed.,
_Soziale Strukturen und Semantiken des Religiösen im Wandel:
Transformationen in der Bundesrepublik Deutschland 1949-1989_. H-German,
H-Net Reviews. December, 2013. URL:
https://www.h-net.org/reviews/showrev.php?id=37115

This work is licensed under a Creative Commons Attribution-Noncommercial-No
Derivative Works 3.0 United States License.

Review: Command Culture (Muth)

Muth

Jörg Muth. Command Culture: Officer Education in the U.S. Army and the German Armed Forces, 1901-1940, and the Consequences for World War II. (Denton: University of North Texas Press, 2011). 368 pp. $29.95 (cloth), ISBN 978-1-57441-303-8.

Reviewed by Richard DiNardo, Marine Corps University

War and Education?

This very interesting and even controversial book takes a comparative look at the two most notable institutions of professional military education during the first half of the twentieth century–US and German armed forces. In an officer’s career, two critical phases are the initial commissioning process, by which the cadet (or candidate, depending on the commissioning source), and an officer’s intermediate level education, which is normally
conducted at a command and staff college. Jörg Muth takes a close look at the respective institutions responsible for both tasks in the United States and Germany, and finds the American institutions, in this case the United States Military Academy (USMA) and the United States Army Command and General Staff School (CGSS), wanting. In Muth’s estimation, the German equivalents, the Kadettenschule and the Kriegsakademie, were far superior. Muth’s criticisms, however, are applied in too broad a fashion, resulting
in a work that both hits the target in some respects, while missing it in others by a wide margin.

Muth begins with a brief comparison of the USMA and the Prussian Kadettenschule in the nineteenth century, and then extends it into the pre-World War I era. To be sure, this is a bit of a fool’s errand, as it is comparing apples and broccoli. Muth goes into considerable criticism of the USMA’s curriculum, especially its stress on engineering and mathematics,
while ignoring the context in which the USMA was created. The founders of this country regarded a standing army as a necessary evil. Given that, the best thing an inherently evil institution could do was good works. In the context of the early American Republic, this revolved around tasks that involved engineering, such as going on survey expeditions, building coastal fortifications, and so on.

Muth suggests that the Prussian (later German) Kadettenschule was much more proficient in producing combat leaders than the USMA. The Kadettenschule, however, had a critical advantage in this regard; the Prussian/German state generally had a good idea as to who it would have to fight. A potential conflict with either France, Austria, or Russia was always a possibility. No such question existed for the USMA graduate. The American desire for annexing Canada had been quenched with the War of 1812. After the Mexican War, while relations with Mexico were strained at times, open warfare was not a likely probability. Aside from fighting the Civil War (an unusual occurrence), the army spent most of its time fighting American Indians, a task at which USMA graduates became proficient only by on-the-job training.

Where Muth’s criticism of the USMA is well founded is in the period after World War I, when the various belligerents had the opportunity to absorb the hard lessons afforded by the Great War. One of the USMA’s greatest faults over time, in Muth’s estimation, has been an almost slavish devotion to “tradition,” regardless of its applicability in more modern times. This applies in particular here to the USMA’s failure to revamp its curriculum, and the continuation of such backward practices as the hazing of underclassmen and harsh discipline.

Having looked at the initial phase of commissioning, Muth examines the education an officer received after spending some time on active military service. In modern military parlance, this is called professional military education (PME). In this case, Muth turns his examination to the only institutions in the United States and Germany that can be compared, namely, the American CGSS and the German Kriegsakademie. The United States Army Infantry School also comes under scrutiny.

Muth comes down hard on the CGSS, and here his criticisms are well founded. His most withering criticism of the CGSS concerns its curriculum and the faculty who taught it. Particularly unfortunate was the “Leavenworth” approach (the CGSS was located at Fort Leavenworth, Kansas, and remains there to this day) to education, which was very regimented. This approach was exemplified by the practice of having students deal with tactical problems, for which there was only one “approved” solution, better known as the “school solution.” In some ways, the education at the CGSS was a continuation of that at the USMA, with its continued emphasis on mathematics. In math, for example, there can be no consensus as to what the correct answer is to a problem; it is either right or it is not. The epitome of this approach to tactics was illustrated in the “school solution.”

The regimented Leavenworth approach comes off very poorly in comparison to the education offered at the Kriegsakademie. There students were encouraged to come up with a quick solution to a tactical problem. Each student then presented his concept, which was critiqued by his fellow students and the instructor. Instead of a highly scripted scenario, German exercises were full of surprises, designed to force students to assess a
new situation quickly and formulate a new plan to deal with the changed circumstances. Much of this was based on one of the definitions of war provided by Carl von Clausewitz in his magnum opus On War (1832). In that work, Clausewitz described war as neither an art nor a science, although it had elements of both. From this idea, the German army later came to define war in its basic command manual as “a free creative activity.” The educational approach fostered by this definition would produce skilled tacticians who would display their skill on the battlefields of World War II.

The process by which an officer attended the CGSS or the Kriegsakademie also reflected poorly on the US Army. Officers at the rank of captain or major attended the CGSS as students, but the matter of selection might best be described as haphazard. Often officers were selected for school at the behest of their patrons, regardless of their qualifications. Thus the academic abilities of the student body varied considerably. The impact of
this disparity was heightened when in 1919 the school’s administration decided that courses should be tailored to the weakest student. The result was a curriculum that was “dumbed down,” and certainly not one that encouraged creativity.

The Kriegsakademie  presented a stark contrast in how officers were selected for admission. The German regimental system paid dividends in this regard. Senior officers were responsible for the intellectual development of their subordinates, and did their best to prepare them for the highly competitive examinations that determined selection for admission to the Kriegsakademie. Thus the class attending the Kriegsakademie was well
prepared for a rigorous  and demanding curriculum.

The heart of any school lies in its faculty. Here again  the CGSS comes off very poorly in comparison to the Kriegsakademie. Officers posted to the Kriegsakademie were chosen primarily for their expertise in particular fields. Expertise, however, is no guarantee of teaching ability, and great attention was paid to the quality of instruction provided to the students. Unfortunately, Muth does not go into any great detail on how the Kriegsakademie prepared its instructional staff to discharge their pedagogical duties, although he may have been hamstrung by a lack of sources on this topic.

Matters were quite different at the CGSS. Officers selected to fill instructor billets were chosen in a haphazard manner. Omar Bradley recalled that officers were not chosen because of their expertise, but because of their suitability as a fourth for bridge or golf. Even after the Great War, when the CGSS received an influx of instructors with combat experience, the set in stone “Leavenworth approach” and the necessity to tailor the curriculum to the poorest students minimized whatever good the combat experienced instructors might have offered. Finally, there was one big difference between the respective instructional staffs at the CGSS and the Kriegsakademie. Service as an instructor at the Kriegsakademie was clearly regarded as career enhancing; service in a similar capacity at the CGSS was not.

The one bright spot in American PME that Muth sees in this period is the Infantry School at Fort Benning, Georgia. This was largely due to the good work of George Marshall, who instituted educational techniques that were much closer to those of the Kriegsakademie than the CGSS. Critical here was the relationship between Marshall and German Captain Adolf von Schell, who was one of the foreign officers attending the school. The two men became close friends, and resumed their relationship after the war. Muth suggests that Marshall made extensive use of Schell’s advice and recommendations regarding how to educate officers.

Muth’s discussion of PME is limited to the intermediate level. For more senior field grade officers (lieutenant colonel and colonel), there are what are called “top level” schools. The most notable examples are the various service war colleges, especially the Army War College, then located at Washington Barracks (later renamed Fort McNair) in the capital, and the Navy War College at Newport, Rhode Island. Another top level American PME institution was the Industrial College of the Armed Forces (ICAF), also located in Washington, DC. German officers were very much desirous of attending either the Army War College or ICAF.

It is interesting to note that there was no German equivalent of these institutions. Muth omits any discussion of the one attempt by the German military to create such a school. The Wehrmachtakademie, founded in 1935, was a school whose student body comprised senior officers from the three services, taught by a faculty composed largely of civilian experts drawn from German universities. Topics covered in the curriculum included both
joint and coalition operations. The school, however, had enemies in high places, most notably, Adolf Hitler and Hermann Göring. They were able to kill the school, which closed in 1938. This left the German army with a corps of officers who were most skillful at the lower levels of war, tactics, and operations, but who were often absolutely clueless when it
came to strategy.

Muth’s book raises important issues, many of which are still being hotly debated today in military circles. What is taught, who attends such schools, and who teaches there are all issues that should and do resonate with those who work in the field of PME, the author of this review included. Unfortunately, where Muth’s dissection of the subject requires a scalpel, too often his rhetorical instrument of choice is a jackhammer, which thus detracts from the book. Nevertheless, Muth’s work is valuable to both academics and military professionals alike. In particular, it should be discussed in American PME institutions at all levels.

Citation: Richard DiNardo. Review of Muth, Jörg, _Command Culture: Officer
Education in the U.S. Army and the German Armed Forces, 1901-1940, and the
Consequences for World War II_. H-German, H-Net Reviews. December, 2013.
URL: https://www.h-net.org/reviews/showrev.php?id=37741

This work is licensed under a Creative Commons Attribution-Noncommercial-No
Derivative Works 3.0 United States License.

GSA 2014 Panel Proposals

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Below are calls for proposals for the 2014 German Studies Conference (Kansas City). Please note two important GSA rules: All panel participants including the commentator and moderator must be registered GSA members by February 17, 2014. No individual at the GSA Conference may give more than one paper/participate in a seminar or participate in more than two separate capacities.

German Wood: Material & Metaphor from Forest to Fireside and Beyond

“The German Forest has moved into the German living room,” wrote liberal politician Friedrich Naumann in response to a 1906 exhibition of modern wooden furniture designed by the progressive Munich architect Richard Riemerschmid and fabricated with the help of machines.   What might sound at first like a humorous (or even ironic) comment on the overabundance of natural wood visible in Riemerschmid’s modern “machine furniture,” was actually freighted with economic, social, and cultural weight.  For the material product of the “German Forest” – wood – was not only an important resource and major export of the lately established German nation, it had also constituted the utilitarian backbone of German domestic life for centuries; and its cultural resonance was rooted in the legendary Battle of the Teutoborg Forest, when Germanic tribes, emerging from the trees (as the
story goes), had vanquished the Roman legions of Ceasar Augustus.  But like the account of the Teuton victory – part history, part myth – the notion of a “German Forest,” as historian Jeffrey K. Wilson has recently shown, was a cultural construct: an abstract (though powerful) idea – not a concrete thing.  The German lands enclosed a variety of wooded territories, each distinct in its topography and biology.  But there was, in actuality, no single “German Forest”; the concept had been cobbled together – like the German nation itself – from various regional examples and traditions to form an ideal or *myth* of unity, ripe for public figures (like Naumann) to exploit.

This interdisciplinary, diachronic panel will probe the paradox of abstract and concrete embodied by the entry of the “German Forest” into the “German living room.”  Its aim is to reveal and untangle the interlaced complexities inherent in wood as indigenous material, utilitarian product, and cultural symbol.  Proposals are welcome that consider the significance of “German wood” from any period and in any manifestation, in its dual role
as object and concept.  Topics might examine the role that German wood has played in confrontations between: past and future; the domestic and the wild; authenticity and artificiality; the living and the inert or “wooden”; naturalism and folklore; history and myth; the utilitarian and the symbolic; the prosaic and the poetic; the everyday and the marvelous; the vernacular and the cosmopolitan; science and spirituality.
Historiographical and theoretical investigations, as well as specific case studies, will be considered.  Proposals are encouraged that move beyond the reductive nationalist rhetoric of “the German Forest” to problematize images of Germans and their trees from the Teutons to today.

Please email a C.V. and proposal of no more than 400 words by Friday, February 7, 2014 to:

Freyja Hartzell (Post-Doctoral Fellow in Material and Visual Culture, Parsons The New School for Design) at hartzelf@newschool.edu

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War & Violence

The War and Violence Network of the German Studies Association (GSA) invites paper proposals for the upcoming 2014 GSA meeting in Kansas City (Sept. 18-21). This GSA interdisciplinary network seeks to bring together scholars concerned with any aspect of the field of war and violence studies. The network focuses on interdisciplinary approaches to a range of topics under a broad methodological umbrella, including comparative history, entangled history, and cultural transfer history [Vergleichs-, Verflechtungs-, Transfergeschichte], as well as approaches from literary and cultural studies areas such as narrative-theoretical approaches, trauma theory, psychoanalysis, and media studies.

The network will sponsor a series of panels for the 2014 GSA meeting:

“War and Violence: Concepts, Approaches, and Examples of an
Interdisciplinary Field”

This panel series seeks to discuss fundamental theoretical and methodological questions that arise in the field of war & violence, as well as the interdisciplinary nature of the field. The goal is to find commonalities but also reflect upon the differences that arise for
interdisciplinary research in German Studies on “war & violence”, bringing together interdisciplinary research inspired by history, political studies, philosophy, literature, cultural studies, film studies, museum studies, and other disciplines and sub-disciplines. We invite proposals that emphasize theoretical and methodological questions, as well as concrete case studies from the middle ages to the present from which reflections on concepts and approaches in the interdisciplinary field of “war and violence” can be deducted. Violence can be read as military violence in the widest sense, i.e. it includes analyses that relate violence in society to war, or violence to civilians triggered by military conditions. All approaches should relate to war & violence, not simply to one side of the conceptual pairing.

Please send abstracts, a brief c.v., and a specific request of AV needs, if
applicable, before January 26 to all three network coordinators:

  •  Jörg Echternkamp (Martin-Luther-Universität Halle-Wittenberg) at joerg.echternkamp@geschichte.uni-halle.de
  • Stephan Jaeger (University of Manitoba) at stephan.jaeger@umanitoba.ca
  • Susanne Vees-Gulani (Case Western Reserve University) at shv2@case.edu

Successful applicants will be informed by February 7, 2014. This allows unsuccessful applicants to submit their proposals directly to the GSA by February 17, 2014.

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DEFA and America. Screening the Cold War in East and West

We invite abstracts (200-300 words) of papers for a series of panels exploring the multiple relationships between film-making in the former GDR and the USA during the Cold War (and its aftermath). While many studies of DEFA to date have focused on East German Cinema as a primarily national phenomenon, the aim of these panels is to situate East German film production within a broader transnational context, and to consider DEFA’s
changing role in the culture of the Cold War not only in terms of European art-house cinema, but also in the light of developments in popular and genre cinema in the USA (including Hollywood).

We welcome proposals for papers that analyze some of the many different ways in which the USA and its role in the Cold War are mediated in East German cinema (in both documentary and feature films). We are particularly interested in submissions that seek to widen current critical debates by considering the impact of contrasting models of industrial film production in East and West, and which address such issues as technology, distribution, marketing, import/export, mise-en-scene, music, color, and the management of the star system to name but some. In what ways did DEFA seek to respond to developments in film production in the USA (including both popular and genre cinema)? In this context we also welcome proposals for papers that explore the impact of television on the representation of the USA in East German film-making. Finally we are keen to solicit proposals that consider what might loosely be described as the ‘American discovery of Eastern Europe’, and that explore the ways in which filmmakers and actors from the USA working within both popular and art-house cinema have engaged with the GDR and its role during the Cold War.

Our intention is to publish a selection of these papers (in English) in an edited volume for which final versions would be required by 1 May 2015

Please send abstracts, plus a brief cv (in the form of a paragraph), and a specific request of AV needs, if applicable, before January 24 to both:

  • Carol Anne Costabile Heming (University of North Texas) at Carolanne.Costabile-heming@unt.edu
  • Seán Allan (University of Warwick, UK) at s.d.allan@warwick.ac.uk

Successful applicants will be informed by February 7, 2014.

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Panels on “Asian-German Studies”

At GSA annual meetings over the last few years, “Asian-German Studies” panels have produced lively discussions on various topics that have connected the German-speaking world with Asia. These panels have provided an important forum for comparing such phenomena as political issues, works of literature and art, and the theories and practices of transnational history. We would like to continue such efforts to comprehend relations between German Central Europe and Asia through a series of panels at the 2014 GSA conference.

Scholars interested in “Asian-German Studies” are invited to submit proposals for panels or individual papers dealing with any aspect of Asian-German Studies, but we invite everyone to consider the list below as a possible way to start the creative flow. Proposals from all disciplines are welcome.

Representative topics for Asian-German Studies include but are not
limited to such ideas as the following:

  • German notions of “Asia” (From Istanbul to Beijing/Tokyo? Southeast Asia? India? Pacific Islands? Oceania? East of Germany?)
  • Genderizing Europe and Asia (Notions of Masculinity/Femininity, Gender relations/roles)
  • German depictions of  “Asians”/Depictions of “Germans” in Asia
  • German-Asian relations (alliances, business, colonialism)
  • Cross-cultural influence (literature, film, translation, philosophy, art)
  • Asians in Europe/speakers of German in Asia (immigration, Chinatown)
  • Comparative Germanistik (the discipline as practiced variously in German-speaking world and Asia?)
  • Asian Studies in the German-speaking world (Sinology, Japanology, Indology)

Please send proposals (200-300 words) and a brief CV via email to all three by January 20, 2014:

  • Joanne Miyang Cho, choj@wpunj.edu,
  • Douglas McGetchin, dmcgetch@fau.edu
  • Lee M. Roberts, robertlm@ipfw.edu

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 “Revolutionizing German-language Crime Fiction”

George Bernard Shaw famously remarked that there are two things that Germans have no talent for: revolution and crime novels. More than 100 years later, this dismissive view of German crime writing doesn’t seem to have evolved in Anglo-Saxon thinking. In a December 2012 episode of PRI’s “The World,” Lisa Mullins questioned experts about the lack of popularity of German thrillers in the US, and received the answer that they are “Too
local, too regional, too German.” The dynamic crime landscape in contemporary German-language literature and film challenges such continuing misperceptions with an ever-expanding range of adaptations and applications of the crime schema that engages readers and critics alike. This panel will explore innovative techniques, perspectives and themes in contemporary German-language crime fiction. Individual paper abstracts are invited for one or possibly two panels on any related topic which might include, but is
not limited to, the following areas:

  • subgenres or hybrid genres, such as the Frauenkrimi, Regiokrimi, Häkelkrimi, noir, thriller, or historical crime novel
  • innovative representations of subjects such as detectives, victims, police, side-kicks
  • new reader/spectator roles
  • diaspora in German-language crime fiction
  • representing criminalized femininity/masculinity
  • intersections of criminal, political, social and literary discourses
  • crime fiction and cultural/national identities
  • transnational, translocal and transcultural crime narratives
  • crime fiction as a cultural export
  • crime fiction as cultural criticism
  • borrowings, adaptations and transformations
  • postmodern crime fiction
  • representations of crime in TV and Film
  • crime and media
  • representations of true crime
  • crime fiction reinforcing a lack of order and resolution
  • crime and (social / political) revolution

Please send inquiries and proposals by January 20, 2014 to:

Anita McChesney: anita.mcchesney@ttu.edu

and Joseph W. Moser: josephwmoser@gmail.com

More Funding Opportunities for Grad Students

GHI Logo

GHI Fellowships at the Horner Library (Summer 2014)

Together with the German Society of Pennsylvania, the German Historical Institute will sponsor two to four fellowships of up to four weeks for research at the Joseph Horner Memorial Library in Philadelphia between June 1 and July 15, 2014.

The fellowship will be awarded to Ph.D. and M.A. students and advanced scholars without restrictions in research fields or geographical provenance. The “GHI Fellowship at the Horner Library” will provide a travel subsidy and an allowance of $1,000 to $3,500 depending on the length of the stay and the qualifications of the fellows. Opportunities to research at other special collections in Philadelphia may be available.

The Joseph Horner Memorial Library houses 70,000 volumes and is the
largest German American collection outside of a university. The collection offers rich materials from the 17th to the 20th centuries to historians of German American immigration culture, especially in Pennsylvania, as well as historians of German fictional and non-fictional literature, including travel and popular literature. See the reference guide on the GHI web site (http://www.ghi-dc.org/index.php?option=com_content&view=article&id=207&Itemid=101) and the catalog (http://www.germansociety.org/library_catalog.html) at the German Society of Pennsylvania (http://www.germansociety.org/).

Applications (in English or German) should be made electronically to the GHI (c/o Bryan Hart – fellowships@ghi-dc.org). They should include a project description of no more than 2,000 words, curriculum vitae, copies of academic degrees, and one letter of reference. Application deadline is February 15, 2014.

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Leo Baeck Institute

Leo Baeck Fellowship Program 2014/2015

The international Leo Baeck Fellowship Programme invites applications from doctoral students who carry out research in the field of history and culture of German-speaking Jewry for the award period October 2014 to September 2015. The programme is jointly organised by the Studienstiftung des deutschen Volkes and the Leo Baeck Institute London. It is open to doctoral students world wide, irrespective of their nationality. The deadline for applications is the 1st February 2014.  The text is available on the website of the Studienstiftung: http://www.studienstiftung.de/en/leo-baeck.html

Requirements:

  • University degree(s) with excellent marks
  • Date of latest degree not before February 2011
  • Formal qualification for doctoral studies
  • Doctoral research project focussing on the history and culture of German-speaking Jewry

Programme schedule:

For the academic year 2014/15 up to twelve fellows will be selected for the programme. The fellowships are awarded for the period October 2014 to September 2015. Regular workshops and a common intranet encourage scholarship holders to present their research and discuss their methodology and findings with other fellows. Working languages are German and English. Students enrolled at a university in Germany may apply for an extension after the first year, if the Studienstiftung is able to provide the funding.

Funding:

Fellows receive a stipend of 1,150 EUR per month. For research trips and conference participation monthly supplements and travel allowances are available on request. Tuition fees are not covered.

Application:

Candidates are invited to submit the following documents in English or German:

  • Application form (download: *.doc, *.pdf )
  • Cover letter outlining the motivation for participation in the programme (1 page)
  • Curriculum vitae with details on education, general interests and language skills
  • Photocopy/-copies of university degree(s), including marks/grading
  • Research proposal (5 pages)
  • Research schedule for the academic year 2014/15, including planned research trips
  • Letter of recommendation by the supervisor of the PhD project
  • Second letter of recommendation

The deadline for application is the 1st February 2014. We accept applications by e-mail (one pdf-document) or conventional mail. Only complete application sets will be considered. Short listed candidates will be invited for an interview in Frankfurt in April 2014.

Contact

Dr Matthias Frenz

Telephone +49 228 82096-283

leobaeck@studienstiftung.de

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Yiddish Book Center Fellowship Program
September 2014 – August 2015

Apply by January 6, 2014.

The Yiddish Book Center is now accepting applications for its 2014-2015 Fellowship Program. Yiddish Book Center Fellows spend a year as full-time staff, learning valuable skills and participating in a dynamic environment of Yiddish cultural production and preservation.

Applicants should be recent college graduates with strong backgrounds in Jewish studies or related disciplines, a working knowledge of Yiddish, a commitment to Yiddish language and culture, and a demonstrated ability to work both independently and as part of a team. Working in one or two main project areas, each fellow has the opportunity to build on his or her strengths and experiences and to acquire valuable new skills such as: exhibition design, audio and video production, education program administration, language pedagogy, oral history practice, and museum tour development. In addition, all fellows gain important professional skills such as working as part of a team, working closely with supervisors on long-term projects, and writing in a professional context.

Each fellow receives a stipend of $28,000 plus health insurance.

For more information or to download and print a flier, visit
www.yiddishbookcenter.org/fellowship-program.

QUESTIONS? Contact Director of Educational Programs Amy Leos-Urbel at
aleos-urbel@bikher.org or at 413-256-4900 ext. 131.

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UB Humanities Inst.

SUNY Buffalo (UB) Public Humanities Fellowship 

The UB Humanities Institute will award two $5000 Graduate Student Public Humanities Fellowships in 2014-15.  The Fellowships, developed with the New York Council for the Humanities, will involve a combination of training in the methods of public scholarship and work by the Fellows to explore the public dimensions of their scholarship in partnership with a community organization.

For the full announcement, click here.

UB Fellows will be part of a cohort of Fellows from the CUNY Graduate Center, Columbia University, Cornell University, New York University, and Syracuse University.

REQUIREMENTS: The Fellows are required to attend a two-day orientation training run by the New York Council for the Humanities on Monday, August 18 and Tuesday, August 19, 2014. During the Fellowship year, the Fellows will research methods in the public humanities and develop a plan to give a public dimension to some aspect of their scholarly interests. As part of this process, Fellows will identify potential community partners for this work. The Fellows will be asked to present about the outcomes of their research and public work to the university community in coordination with HI and to submit a final report to the New York Council for the Humanities.

ELIGIBILITY: Applicants must be enrolled Ph.D. students in a humanities field (broadly defined) at UB, and must be ABD:  they must have completed all coursework and oral exams by September 1, 2013.

DURATION & STIPEND: Duration of the Fellowship is August 2014 to May 2015, including mandatory attendance at a two-day training in August in New York City. The stipend is $5000 plus travel funds to attend the August training and other Fellowship-related events.

TO APPLY: Interested applicants should submit an online application, including cv and references, by Friday February 7, 2014.  The cv should indicate when the applicant achieved ABD status.  The link to the application is here: https://nych.wufoo.com/forms/zbaknmm0dfzjjv/

Applicants will be notified of final decisions by early April 2014

UB Humanities Institute Faculty Research Fellowships

UB Humanities Inst (2)

The Humanities Institute offers fellowships for UB tenured and tenure-track faculty engaged in humanistic research. HI defines the humanities broadly, accepting proposals from a wide range of disciplines, including literature, history, classics, anthropology, sociology, geography, music, and more.

These residential fellowships provide the Fellow’s department with course replacement funds at the standard CAS adjunct rate ($3,500 per course) to provide a semester of course release, which will allow the Fellow to focus primarily on a major research project and to participate actively in Institute programs.

Three Faculty Fellowships are generously supported by the Office of the Vice President for Research (OVPR).  OVPR/HI Faculty Fellows are selected based on proposals that are especially strong in promoting the interdisciplinary mission of OVPR and HI.

All fellows should expect to participate in the following programs and events over the course of their fellowship:

Humanities Institute Events: Fellows will attend Scholars@Hallwalls talks and monthly lunches with other Faculty Fellows.  In addition, Fellows are encouraged to participate in HI Research Workshops and other interdisciplinary activities.

Faculty Fellow Presentation: Fellows are expected to share the fruits of their research through a presentation open to the UB community and the general public. This is usually a Scholars@Hallwalls talk, but it can also be an exhibition or performance.

Faculty Research and Follow-Up: Fellows will pursue their research topics as outlined in their proposals. The semester following the leave, Fellows must submit a one-page summary of their research that outlines project goals, how the fellowship helped the recipient towards those goals, how close the project is to completion, and how it will be made available to the public (e.g. the publication of a book, a series of articles, an exhibition, a documentary film, a performance).

Selection Criteria

Institute fellows will be selected based on the following criteria:

  • The quality and potential of the proposed research project as outlined in a brief proposal ( four to six double-spaced pages )
  • The quality and completion record of previous research projects and scholarly publications
  • The proposal’s ability to communicate the importance of the project beyond the applicant’s home discipline
  • The demonstrated ability and desire of the applicant to participate in Institute programs

Selection Procedure

Applications will be evaluated by an ad hoc committee comprised of faculty members selected to represent a wide cross-section of the humanities.

Application Restrictions

  • No current member of the Humanities Institute’s Executive Committee can apply for a fellowship
  • Fellows must be in residence in the Buffalo area during the term of their fellowship
  • Past recipients of a Humanities Institute Fellowship may reapply after five years.
  • Fellows may not accept any other internal or external research support designed for salary replacement during the tenure of their award.

Applications must include the following:

  • Completed Cover Sheet. Click Here to Download Form
  • Four- to six-page, double-spaced research proposal.
  • Research proposal abstract (200 word maximum)
  • Current CV of no more than three pages, which should indicate in detail previous and upcoming research support (grants, fellowships, leaves).
  • Signed form from the applicant’s department chair that indicates the chair’s agreement to free the applicant from two courses in return for course replacement funds at the $3,500 per course adjunct rate. Click Here to Download Form (This can be sent separately to 712 Clemens or huminst@buffalo.edu)

Applications must be sent as a single pdf file by Friday, January 24, 2014 to: Jinhee Song (huminst@buffalo.edu)

Book Reviews (12/06/13)

HNET

Review of:

  • Roger Chickering, Dennis Showalter, Hans van de Ven. War and the Modern World. (Cambridge: Cambridge University Press, 2012).
  • Bernd Hüppauf. Was ist Krieg?: Zur Grundlegung einer Kulturgeschichte des Kriegs. (Bielefeld: Transcript – Verlag für Kommunikation, Kultur und soziale Praxis, 2012).
  • Christian Th. Müller, Matthias Rogg. Das ist Militärgeschichte!: Probleme – Projekte – Perspektiven. (Paderborn: Ferdinand Schöningh Verlag, 2013).

Reviewed by Benjamin Ziemann; review published on H-Soz-u-Kult (November, 2013).  CLICK HERE FOR THE FULL TEXT OF THE REVIEW. 

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Review of: 

  • KZ-Gedenkstätte Neuengamme. Die Verfolgung der Sinti und Roma im Nationalsozialismus. (Bremen: Edition Temmen, 2012).

Reviewed by Marc von Lüpke-Schwarz; Review published on H-Soz-u-Kult (November, 2013); CLICK HERE FOR THE FULL TEXT OF THE REVIEW

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Review of:

  • Fernando Esposito. Mythische Moderne: Aviatik, Faschismus und die Sehnsucht nach Ordnung in Deutschland und Italien. (München: Oldenbourg Verlag, 2011).

Reviewed by Sven Schultze; Review published on H-Soz-u-Kult (November, 2013) CLICK HERE FOR THE FULL TEXT OF THE REVIEW 

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Review of: 

  • Stefan-Ludwig Hoffmann. Moralpolitik: Geschichte der Menschenrechte im 20. Jahrhundert. (Göttingen: Wallstein Verlag, 2010)
  • Lora Wildenthal. The Language of Human Rights in West Germany. (Philadelphia: University of Pennsylvania Press, 2012).

Reviewed by Dominik Rigoll; Review published on H-Soz-u-Kult (November, 2013) CLICK HERE FOR THE FULL TEXT OF THE REVIEW. 

Fellowships for Grad Students!

Heidelberg

The Graduate Programme for Transcultural Studies of the Cluster of Excellence “Asia and Europe in a Global Context” at Heidelberg University welcomes applications for eight doctoral scholarships beginning in the winter semester 2014-2015.

The programme offers a monthly scholarship of 1.200 Euro. It further supports scholarship holders in framing their research through advanced courses and individual supervision and mentoring. Half of the scholarships are reserved for young scholars from Asia.

Applicants are expected to propose a doctoral project with a strong affiliation to the research framework of the Cluster. They must hold an M.A. or equivalent in a discipline of the humanities or social sciences with an above-average grade. Applications, including a CV, a letter of intention, a project proposal, a schedule for the dissertation, and two referees for recommendation are submitted through an Online Application System.

After an initial evaluation and selection, applicants will be asked to get in contact with possible supervisors at the Cluster of Excellence to discuss their project proposal. The most promising applicants will be invited to present their projects to the selection committee in Heidelberg around the middle of May. Subsequently the scholarship holders will be selected.

The deadline for applications is March 15, 2014.

For more information about the Graduate Programme for Transcultural Studies and the scholarships see: http://www.asia-europe.uni-heidelberg.de/en/gpts or send an e-mail to:
application-gpts@asia-europe.uni-heidelberg.de.

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FASPE

FASPE (Fellowships at Auschwitz for the Study of Professional Ethics), in collaboration with The Museum of Jewish Heritage, is accepting applications from graduate students in law, medicine, journalism, and religion for a fellowship that uses the conduct of professionals in Nazi Germany as a launching point for an intensive two-week summer program on contemporary ethics in these fields.

Fellowships include an all-expense-paid trip from New York to Berlin, Krakow, and Oświęcim (Auschwitz) where students will work with leading faculty to explore both the history and the ethical issues facing individuals in these professions today. *All program costs, including international and European travel, lodging, and food, are covered.*

Twelve to fifteen Fellows from each profession will be chosen to participate in FASPE 2014 through a competitive process that draws applicants from across the country. The dates for the 2014 trips are:

Journalism and Law: May 25 – June 5, 2014;

Medical and Seminary: June 15 – June 26, 2014

*Completed applications must be received by December 20th for Seminary students and January 6, 2014 for Law, Journalism and Medical students.* Candidates of all religious, ethnic, and cultural backgrounds are encouraged to apply.

To apply or to learn more about FASPE, please visit:

www.FASPE.info

If you have any questions, please contact Thorin R. Tritter, Managing Director of FASPE, at ttritter@FASPE.info.

Seminar, Fellowship, & Conference Announcements (12/4/13)

Women Writing the First World War

German Conference October 23-26, 2014 // Shawnee on Delaware, PA

The 100th anniversary of the First World War is an opportunity to revisit the texts that emerge out of this violent conflict, to expand the canon dominated by male writers, and to reconsider the understanding of the experience of war beyond the arenas of combat. German women not only commented on their nation’s war efforts in various ways, but they also documented and imagined the events of this tumultuous time period through literature, journalism and life writing, in both fictional and non-fictional texts. This panel seeks to examine how German women wrote the First World War and how these writings deepen our understanding of the gendered experience of the war.

This panel seeks to address such questions as:

  • What roles did German women play in war efforts, both on the front and at home, and how are these contributions described through women’s literature?
  • What genres do women employ in writing the war, and how does genre influence the text or the story told?
  • How do women narrate their experiences of war? What narrative strategies do they use?
  • What themes are prevalent in women’s writings about the war, and what new topics, insights, and approaches to the discussion of war do they introduce?
  • In what ways do women’s representations of war broaden our understanding of the history of the First World War, as well as women’s experiences of war and conflict?
  • What is the place of German women’s literature in the canon as we examine the First World War 100 years later?

We invite proposals from across disciplines that examine female-authored texts about the First World War. Please send a 250-350 word abstract and brief bio by March 15, 2014 to Barbara Kosta (bkosta@email.arizona.edu and Julie Shoults (julie.shoults@uconn.edu).

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The 19th Annual Summer Institute on the Holocaust and Jewish Civilization

The Holocaust Educational Foundation of Northwestern University

(Evanston, Illinois, June 22 to July 3, 2014)

Call for Fellows

The Holocaust Educational Foundation of Northwestern University is pleased to invite applications for fellowships to participate in the nineteenth annual Summer Institute on the Holocaust and Jewish Civilization from June 22 to July 3, 2014, at Northwestern University in Evanston, Illinois. The renowned program is an intensive two-week course of study designed to broaden and deepen the background of current and prospective Holocaust educators. It is open to faculty at the college or university level and to graduate students who are planning on teaching Holocaust-related courses.
The Institute is ideal for those with a knowledge of one disciplinary approach to the Holocaust but who are looking to broaden their interdisciplinary perspective. Approximately 25 Fellows are selected annually, each of whom receives free room, board, and tuition during the program. (Fellowships do not cover travel expenses to and from Evanston or
the cost of assigned books.  It is generally not possible to accommodate spouses or partners on campus during the Institute).

The Institute curriculum consists of seminars and lectures taught by leading scholars on the following themes: the religious practice and history of European Jewry, problems in Holocaust interpretation, the Holocaust in literature, art and film, the Holocaust and modern ethics, gender and the Holocaust, and the pedagogy of the Holocaust.  Faculty for the 2014 Summer Institute will include Professors Doris Bergen, Alan Berger, Roger Brooks, Gershon Greenberg, Dagmar Herzog, Paul Jaskot, Stuart Liebman, and Barry Trachtenberg.

By February 28, 2014, applicants should submit electronically (1) a letter explaining their interest and experience in Holocaust studies, (2) a curriculum vitae, and, (3) in the case of graduate students, a letter of recommendation from the principal dissertation advisor.  Applications and letters of recommendation should be emailed (separately) with the subject line “Summer Institute 2014” to:  hef@northwestern.edu

Please email any questions to: hef@northwestern.edu

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DAAD FACULTY SUMMER SEMINAR 2014
JUNE 16 – JULY 25, CORNELL UNIVERSITY

“The Epic Side of Truth: Narration and Knowledge in the German Literary
Tradition”

This six-week seminar for North American faculty in the interdisciplinary field of German Studies investigates the unique modes of knowledge produced in various forms of narration-from myth, epic, and the novel to the anecdote, autobiography, and case history. The seminar explores the ways in which storytelling and its intensive theorization in the German tradition provide a form of knowledge sui generis about experience, temporality,
consciousness, subjectivity, sociality, and history. This “epic side of truth” (Benjamin) or “non-conceptual thinking” (Blumenberg) circumscribes epistemic insights that cannot be obtained by strictly conceptual thought nor by the natural sciences’ model of verification and repeatability.

Readings and other materials will be exemplary rather than comprehensive, and selections will be based in part on participants’ research interests and disciplinary expertise. While the seminar takes its cue from canonical work on the novel, autobiography, and storytelling in the German tradition, scholars concentrating on any historical period or cultural medium (e.g. film, oral history, montage arts, serialized TV dramas) are very welcome to apply, as the seminar aims to promote dialogue among various specializations within German Studies. Current debates about literature and
evolutionary theory, literature and cognitive science as well as literature and biopolitics will provide an additional frame of reference for seminar discussion.

At a time when the Humanities are pressed to justify their relevance, this seminar stakes a claim for the ineluctable function of storytelling and narration with respect to consciousness, politics, history, and knowledge formation in general. Possible points of inquiry include (but are in no way limited to) the novel and forms-of-life for modern subjectivity (Blanckenburg, Lukács); narrative and the hermeneutics of the subject
(Dilthey, Simmel, Foucault, Brooks); the talking cure and case histories (K. Ph. Moritz, Freud); storytelling and the wisdom of lived experience (Benjamin); the cartography of storytelling (Cohen, Moretti); the novel of consciousness and lifeworlds (Cohn, Husserl); evolutionary theory and the literary animal (Boyd, Gottschall); temporality, historicity, and
contingency (Jameson, Ricouer); anecdotes and New Historicism (Greenblatt, Fineman); as well as the most recent critical work in German Studies on narration and knowledge (Vogl’sWissenspoetologie, Koschorke’s project of a universal theory of narration).

In short, this seminar on narration and knowledge invites a multi-perspectival, interdisciplinary examination of narrative trajectories in their epistemological insights, temporal dimensions, and social-political ramifications. Participants will be encouraged to
contribute from their own fields of interest as well as present their work-in-progress.

The seminar will take place June 16-July 25, 2014 (TBC), at Cornell University.

Seminar Director: Paul Fleming, Professor of German Studies and Director of the Institute for German Cultural Studies, Cornell University

Program: Under the auspices of Cornell University’s Institute for German Cultural Studies, the program will combine regular seminar meetings and discussions with presentation of participants’ research and occasional guest lectures. Seminar meetings will be conducted in English; advanced reading knowledge of German required.

Tuition: There is a $50 fee; participants are eligible for a stipend.

Eligibility: Participation is open to faculty members in the Humanities and Social Sciences at colleges and universities in the U.S. and Canada. Applicants who have received their Ph.D.s within the past two years but do not yet hold faculty appointments are encouraged to apply. Graduate students and Ph.D. candidates are not eligible. Participants must be
citizens or permanent residents of the U.S. or Canada.

Application Deadline: March 1, 2014. All application materials and questions to be addressed to:

Prof. Paul Fleming
Institute for German Cultural Studies
Cornell University
726 University Avenue
Ithaca, NY 14850
Tel.: (607) 255-8408
Fax: (607) 255-1454
E-mail: paul.fleming@cornell.edu

For other seminar-related questions, please contact Olga Petrova at Cornell University’s Institute for German Cultural Studies (ogp2@cornell.edu).