Hitler's Germany

Stackelberg, Roderick

doi:10.4324/9780203005415

Cited by 12 publications

(1 citation statement)

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“…Yet he makes no link with the theory of fascism that would attribute great significance to this 'mood' in explaining the rapid establishment of Nazism in Germany, and he does not attempt to explain how it squares with his assertion that Nazism is a counter-revolution. 46 Again, there is a notable exception to this generalization, namely Ian Kershaw. His The Nazi Dictatorship, now in its fourth edition, offers a series of lucid guided tours to the main areas of intense debate that surround every aspect of the Third Reich, and he devotes the whole of chapter two to the question 'The essence of Nazism: form of fascism, brand of totalitarianism, or unique phenomenon?'…”

Section: Consequences For Teaching Inter-war Historymentioning

confidence: 99%

The Concept that Came Out of the Cold: the Progressive Historicization of Generic Fascism and its New Relevance to Teaching Twentieth‐century History

Griffin

2003

History Compass

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This article first surveys the confusion that prevailed in fascist studies for decades, and which makes it quite understandable if the term ‘fascism’ has been generally avoided both by historians and by lecturers and others teaching inter‐war European history to students in non‐specialist ‘survey’ courses. It then outlines the main features of the ‘new consensus’ that is emerging among scholars on the heuristic value of seeing fascism as a form of revolutionary ideology, bent on purging society of decadence and inaugurating the rebirth of the nation. Next, it focuses on how this approach enables Fascism and Nazism to be located within the supranational forces shaping modern history, and on the light it throws on their profound relationship to totalitarianism, political religion and modernity. It closes with brief examples of how this approach can be applied to structuring answers to essays and exam questions on inter‐war Europe, and welcomes the prospect opened up by the new consensus for greater collaboration between specialists in fascist studies, empirical historians, university lecturers, textbook writers and students – and even, one day, students in secondary education, and their teachers and examiners – in this fascinating, and rapidly evolving, field of teaching and research.

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Section: Consequences For Teaching Inter-war Historymentioning

confidence: 99%