000			03869nam a22005775i 4500
001			303152
003			IT-RoAPU
005			20250106150314.0
006			m|||||o||d||||||||
007			cr || ||||||||
008			240826t20102010mau fo d z eng d
020			_a9780674059740 _qPDF
024	7		_a10.4159/9780674059740 _2doi
035			_a(DE-B1597)9780674059740
035			_a(DE-B1597)617470
035			_a(OCoLC)1285337430
040			_aDE-B1597 _beng _cDE-B1597 _erda
072		7	_aHIS014000 _2bisacsh
082	0	4	_a370.943/0904
084			_aonline - DeGruyter
100	1		_aLansing, Charles B. _eautore
245	1	0	_aFrom Nazism to Communism : _bGerman Schoolteachers under Two Dictatorships / _cCharles B. Lansing.
264		1	_aCambridge, MA : _bHarvard University Press, _c[2010]
264		4	_c2010
300			_a1 online resource (320 p.)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	0		_aHarvard Historical Studies ; _v170
505	0	0	_tFrontmatter -- _tContents -- _tAbbreviations -- _tIntroduction -- _t1 National Socialism’s Assault on German Teachers -- _t2 The Incomplete Revolution of the National Socialist Teachers’ League -- _t3 Keeeping the Schools Running during the War -- _t4 Transforming the Teaching Staff under Soviet Occupation -- _t5 The Creation of a Genuine Teachers’ Union -- _t6 The Sovietization of Teachers and Their Union -- _tConclusion -- _tNotes -- _tAcknowledgments -- _tBibliography -- _tIndex
506	0		_arestricted access _uhttp://purl.org/coar/access_right/c_16ec _fonline access with authorization _2star
520			_aTracing teachers' experiences in the Third Reich and East Germany, Charles Lansing analyzes developments in education of crucial importance to both dictatorships. Lansing uses the town of Brandenburg an der Havel as a case study to examine ideological reeducation projects requiring the full mobilization of the schools and the active participation of a transformed teaching staff. Although lesson plans were easily changed, skilled teachers were neither quickly made nor easily substituted. The men and women charged in the postwar era with educating a new “antifascist” generation were, to a surprising degree, the same individuals who had worked to “Nazify” pupils in the Third Reich. But significant discontinuities existed as well, especially regarding the teachers' professional self-understanding and attitudes toward the state-sanctioned teachers' union. The mixture of continuities and discontinuities helped to stabilize the early GDR as it faced its first major crisis in the uprising of June 17, 1953. This uniquely comparative work sheds new light on an essential story as it reconceptualizes the traditional periodization of postwar German and European history.
538			_aMode of access: Internet via World Wide Web.
546			_aIn English.
588	0		_aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 26. Aug 2024)
650		0	_aCommunism and education _zGermany (East).
650		0	_aEducation and state _zGermany (East) _xHistory.
650		0	_aEducation and state _zGermany _xHistory _y20th century.
650		0	_aEducation _zGermany (East) _xHistory.
650		0	_aEducation _zGermany _xHistory _y20th century.
650		0	_aNational socialism and education.
650		0	_aTeachers _zGermany (East) _xHistory.
650		0	_aTeachers _zGermany _xHistory _y20th century.
650		7	_aHISTORY / Europe / Germany. _2bisacsh
850			_aIT-RoAPU
856	4	0	_uhttps://doi.org/10.4159/9780674059740?locatt=mode:legacy
856	4	0	_uhttps://www.degruyter.com/isbn/9780674059740
856	4	2	_3Cover _uhttps://www.degruyter.com/document/cover/isbn/9780674059740/original
942			_cEB
999			_c303152 _d303152