Repainting The Little Red Schoolhouse

This is the first English-language study of GDR education and the first book, in any language, to trace the history of Eastern German education from 1945 through the 1990s. Rodden fully relates the GDR's attempt to create a new Marxist nation by means of educational reform, and looks not only at the changing institution of education but at something the Germans call Bildung--the formation of character and the cultivation of body and spirit. The sociology of nation-building is also addressed.

This is the first English-language study of GDR education and the first book, in any language, to trace the history of Eastern German education from 1945 through the 1990s. Rodden fully relates the GDR's attempt to create a new Marxist nation by means of educational reform, and looks not only at the changing institution of education but at something the Germans call Bildung--the formation of character and the cultivation of body and spirit. The sociology of nation-building is also addressed.

Teaching a Dark Chapter explores how textbook narratives about the Fascist/Nazi past in Italy, East Germany, and West Germany followed relatively calm, undisturbed paths of little change until isolated "flashpoints" catalyzed the educational infrastructure into periods of rapid transformation. Though these flashpoints varied among Italy and the Germanys, they all roughly conformed to a chronological scheme and permanently changed how each "dark past" was represented. Historians have often neglected textbooks as sources in their engagement with the reconstruction of postfascist states and the development of postwar memory culture. But as Teaching a Dark Chapter demonstrates, textbooks yield new insights and suggest a new chronology of the changes in postwar memory culture that other sources overlook. Employing a methodological and temporal rethinking of the narratives surrounding the development of European Holocaust memory, Daniela R. P. Weiner reveals how, long before 1968, textbooks in these three countries served as important tools to influence public memory about Nazi/Fascist atrocities. As Fascism had been spread through education, then education must play a key role in undoing the damage. Thus, to repair and shape postwar societies, textbooks became an avenue to inculcate youths with desirable democratic and socialist values. Teaching a Dark Chapter weds the historical study of public memory with the educational study of textbooks to ask how and why the textbooks were created, what they said, and how they affected the society around them.

The Walls That Remain explores the trauma of German reunification in 1990 as it affected ordinary Eastern and Western Germans. Told mainly in their own words, this book features the voices of those Germans who have suffered as well as profited from the transformations in German society since the fall of the Berlin Wall in 1989 and Germany's reunification in October 1990.

This analysis of the relationship between science and totalitarian rule in one of the most technically advanced countries in the East bloc examines professional autonomy under dictatorship and the place of technology in Communist ideology. In Cold War-era East Germany, the German tradition of science-based technology merged with a socialist system that made technological progress central to its ideology. Technology became an important part of East German socialist identity--crucial to how Communists saw their system and how citizens saw their state. In Red Prometheus, Dolores Augustine examines the relationship between a dictatorial system and the scientific and engineering communities in East Germany from the end of the Second World War through the 1980s. Drawing on newly opened archives and extensive interviews, Augustine looks in detail at individual scientists' interactions with the East German system, examining the effectiveness of their resistance against the party's totalitarian impulses. She explains why many German scientists and engineers who were deported to the Soviet Union after World War II returned to East Germany rather than defecting to the capitalist West, traces scientists' attempts to hold on to some aspects of professional autonomy, and describes challenges to their professional identity on the factory floor. Augustine examines the quality of science and technology produced under Communist rule, looking at failed research projects and clashing cultures of innovation. She looks at technological myth-building in science fiction and propaganda. She explores individual career strategies, including the role played by gender in high-tech professions, and the ways that both enterprises and individuals responded to increasing state and party control of research during the 1980s. We cannot understand the economic choices made by East Germany, Augustine argues, unless we understand the cultural values reflected in the East German belief in technology as indispensable to progress and industrial development.