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Journal articles on the topic 'Hitlerjugend'

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Published: 4 June 2021

Last updated: 27 January 2023

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1

Hübner-Franke, Sibylle. "Die »Hitlerjugend Generation«." PROKLA. Zeitschrift für kritische Sozialwissenschaft 20, no. 80 (September 1, 1990): 84–98. http://dx.doi.org/10.32387/prokla.v20i80.1193.

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Der »Hitlerjugend-Generation« entstammen die meisten der gegenwärtig einflußreichsten Personen in Politik und Wirtschaft beider deutscher Staaten. Mit dem Selbstverständnis, während des Dritten Reichs nicht »schuldig«, sondern »verführt« worden zu sein, wurden sie in West und Ost zu den Repräsentanten des demokratischen Neubeginns. Für sie, die die nationalsozialistische Erziehungsund Kriegsführungspolitik am eigenen Leib als Kinder und Jugendliche erlebt haben, mußte der Wandel der tief eingravierten Erlebnis-, Wertungs- und Denkmuster schwer fallen. Die alte autoritär-rassistische mit der neuen demokratisch-humanen Identität zu versöhnen, gelang jahrzehntelang nur durch Distanzierungs- und Leugnungsstrategien. Erst die 68er Studentenbewegung, die an diesen inadäquaten Bewältigungs/ armen der faschistischen Vergangenheit schmerzlich rüttelte, bewirkte bei den ( damals 40jährigen) Mitgliedern der »Hitlerjugend-Generation« in der BRD eine aktiv identzfikatorische Haltung zur westlichen Demokratie, indem sie die partizipatorischen Elemente erheblich stärkte. Während nun, mit der deutsch-deutschen »Einigung«, auch die beiden über 40 Jahre real und ideologisch gespaltenen Teile der »HI-Generation« in West und Ost wieder »zusammenwachsen«, verwirklichen sie auch ihre »deutsche Identität« als mehrfach gebrochenes Selbstkonzept: sie »heilen« die Wunden der Nachkriegszeit mit ihrer nationalen Versöhnung. Doch legen sie damit vermutlich den Grund für vielfältige Identitätskonflikte der in den beiden deutschen Teilstaaten herangewachsenen jüngeren Generationen.

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2

Schweizer, Christian. "Hitlerjugend, Reichsarbeitsdienst und Militär in Murrhardt und Umgebung." Württembergisch Franken 100 (October 20, 2021): 203–35. http://dx.doi.org/10.53458/wfr.v100i.824.

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3

Pine, Lisa. "Une jeunesse pour la guerre : la Hitlerjugend (1922-1945)." Le Mouvement Social 261, no. 4 (2017): 81. http://dx.doi.org/10.3917/lms.261.0081.

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4

John, Eckhard, and Richard Klopffleisch. "Lieder der Hitlerjugend. Eine psychologische Studie an ausgewahlten Beispielen." Jahrbuch für Volksliedforschung 43 (1998): 157. http://dx.doi.org/10.2307/848100.

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5

Kollmeier, Kathrin. ""Volksgemeinschaft" als Disziplinarpraxis - Hitlerjugend und Recht in der Beteiligungsdiktatur." Totalitarianism and Democracy 12, no. 2 (November 2015): 207–24. http://dx.doi.org/10.13109/tode.2015.12.2.207.

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6

Załęska-Kaczko, Jagoda. "Nawiązania do tradycji budownictwa wiejskiego w architekturze Wolnego Miasta Gdańska w dobie narodowego socjalizmu." Porta Aurea, no. 20 (December 21, 2021): 174–205. http://dx.doi.org/10.26881/porta.2021.20.08.

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After the establishment of the Free City of Danzig, the process of the renovation and inventory of arcaded houses (Vorlaubenhäuser) and timber -framed churches in the vicinity of Gdańsk began, along with the increasing scientific interest in them. At the same time, in numerous projects from the 1930s, the interest of architects in traditional rural construction, related to the orders of the Nationalist Socialist Party for certain types of structures, can be observed. In the suburbs of Gdańsk and Sopot, standard, posed as idyllic workers’ housing estates were founded, which were to combine the advantages of living in the countryside and in the city. The network of kindergartens of the National Socialist People’s Welfare (Nationalsozialistische Volkswohlfahrt) as well as youth hostels used by the Hitler Youth (Hitlerjugend) and the League of German Girls (Bund Deutscher Mädel) was expanded. According to the Blut -und -Boden ideology, a network of camps for the Land Service (Landdienst) for the Hitlerjugend, community houses for members of the NSDAP Party, and exemplary farms were also founded. The repertoire of local materials, traditional architectural details, as well as references in interior design were intended as manifestations of the regional identity, used by the National Socialist authorities to serve the purposes of the Party propaganda, which was creating the myth of an idyllic, strong, homogeneous national community and proving the uninterrupted continuity of German culture in the Free City of Danzig, despite its separation from the German Reich.

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7

Wąsowicz, Jarosław. "Inwentarz kościoła parafialnego w Lądzie z 1936 roku. Edycja źródłowa." Archiwa, Biblioteki i Muzea Kościelne 111 (June 23, 2019): 393–414. http://dx.doi.org/10.31743/abmk.6324.

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Inwentarz kościoła parafialnego w Lądzie n. Wartą został sporządzony 26 września 1936 roku po objęciu funkcji proboszcza i dyrektora Zakładu Salezjańskiego przez ks. Franciszka Miśkę SDB, późniejszego męczennika drugiej wojny światowej, obecnie kandydata na ołtarze. Dokument stanowi ostatnie źródło dokumentujące stan wyposażenia kościoła przed wybuchem wojny. Klasztor w czasie okupacji od stycznia 1940 roku do października 1941 roku pełnił funkcję obozu przejściowego dla duchownych z kilku diecezji i zakonów. Później Niemcy przeznaczyli klasztor na szkołę Hitlerjugend, która funkcjonowała aż do momentu wyzwalania tych ziem. W czasie okupacji klasztor, kościół i jego wyposażenie uległy licznym dewastacjom.

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8

Knoll, Joachim H. "Hilmar Hofffmann: Generation Hitlerjugend. Reflexionen über eine Verführung, Frankfurt a. M.: Axel Dielmann Verlag 2018, 598 S." Zeitschrift für Religions- und Geistesgeschichte 71, no. 3 (June 12, 2019): 325–28. http://dx.doi.org/10.1163/15700739-07103010.

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9

Evarts, Edvīns. "Latvju jaunatnes organizācija Otrā pasaules kara gados." Sabiedrība un kultūra: rakstu krājums = Society and Culture: conference proceedings, no. XXII (January 6, 2021): 39–46. http://dx.doi.org/10.37384/sk.2020.22.039.

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Because of the failure of the Eastern Front at the end of 1941, plans of Nazi Germany changed on what should happen with the occupied nations. According to the new idea, the local people should be more involved in a civil administration and one of the ways to do so, was to schedule a youth organization. The occupation power in Latvia, Generalkommissariat, began to create a youth organization, which was meant to be similar to Hitlerjugend organization in Germany. By the spring of 1942, a Latvian youth organization (LYO) was developed, fully subordinated to German officials. The Germans didn’t have enough civil administrators, therefore the leaders of the new youth organization were chosen from former leaders of the scouts and mazpulki (also the youth organizations in Latvia). They often tried to act in national interests or at least without national-socialistic ideology, with led to conflict situations with the occupation power. In July 1944, as a result of approaching front, LYO was transformed into a further instance which helped Germans to mobilize Latvian youth to a German military force.

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10

Seberechts, Frank. ""Iets ten voordelen van onzen jeugd". John Caremans, Edgar Lehembre, Remi Van Mieghem en de Vlaamse en Duitse intriges omtrent de Vlaams-nationalistische jeugdbeweging in 1942." WT. Tijdschrift over de geschiedenis van de Vlaamse beweging 70, no. 2 (July 4, 2011): 185–93. http://dx.doi.org/10.21825/wt.v70i2.12322.

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Uit de papieren van jeugdleider John Caremans, die aan de zorgen van het ADVN werden toevertrouwd, krijgen we een duidelijker beeld van de geschiedenis van de Vlaams-nationalistische jeugdbewegingen voor en tijdens de Tweede Wereldoorlog. Caremans voert in 1942 in opdracht van zijn oversten ‘verkenningsopdrachten’ uit bij vertegenwoordigers van de nationaal-socialistische jeugdbeweging in Duitsland. Uit het verslag dat Caremans over zijn reizen opstelt en uit de naoorlogse ondervragingen van Caremans en van zijn chef, jeugdleider Edgar Lehembre, blijkt dat deze reizen naar Berlijn slechts een episode vormen in de strijd die gedurende de hele bezetting woedt tussen de verschillende jeugdbewegingen in Vlaanderen en tussen, de verschillende partijen en ideologische strekkingen in de collaboratie. Alle ingrediënten zijn aanwezig: de scepsis van een deel van de Nationaal-Socialistische Jeugd Vlaanderen (NSJV) tegenover de brute nationaal-socialistische machtshonger, het onbegrip en de machtspolitiek van Duitse instanties als het Deutsche Arbeiterfront (DAF) en de Hitlerjugend (HJ) tegenover de buitenlanders – zelfs wanneer die zich in de collaboratie inschakelen, de inmenging van Vlaamsch Nationaal Verbond (VNV) en van de Vlaamsch-Duitsche Arbeidsgemeenschap (DeVlag)/SS. Het wordt duidelijk dat Lehembre en het VNV in deze strijd het onderspit zullen delven.________“Something on behalf of our young people”. John Caremans, Edgar Lehembre, Remi Van Mieghem and the Flemish and German machinations concerning the Flemish nationalist youth movement in 1942.The documents of youth leader John Caremans, which had been entrusted to the care of the ADVN, give a clearer picture of the history of the Flemish Nationalist youth movements before and during the Second World War. In 1942, Caremans was instructed by his superiors to carry out ‘exploratory missions’ among representatives of the National Socialist youth movement in Germany.The report written by Caremans about his travels and post-war interrogations of Caremans and his chief, youth leader, Edgar Lehembre, demonstrate that these trips to Berlin constituted only one episode in the struggle that raged throughout the occupation between the various youth movements in Flanders and between the various parties and ideological trends in the collaboration. All ingredients are present: the scepticism of a part of the National Socialist Youth of Flanders (NSJV) towards the brute National Socialist craving for power, the incomprehension and the power politics of German agencies, like the Deutsche Arbeiterfront (DAF) and the Hitlerjugend (HJ) towards foreigners – even when they engage in collaboration, the interference of the Flemish National Union (VNV) and the Flemish German Labour Community (De Vlag)/SS. It becomes clear that Lehembre and the VNV would come off worst in this combat.

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11

Milenović, Živorad, and Petar Rajčević. "Educational activities in the period of Hitler's National Socialist Youth." Zbornik radova Filozofskog fakulteta u Pristini 51, no. 1 (2021): 83–100. http://dx.doi.org/10.5937/zrffp51-30352.

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This paper reviews the educational activity during Hitler's National Socialist Youth and its two branches: Hitlerjugend and The League of German Girls. Both of these branches were established during the Weimar Republic, but acquired extreme features after 1933. The Nazis realized early on the importance of educating German youth to achieve the party's strategic goals-creating the pure Aryan race, Germany as the world's leading power in political, military, economic and cultural terms, and the German people to rule the world as the most civilized people with their superior tradition and culture. Educational activities from this period were focused on eugenics, totalitarian, militaristic, racist, ideological, anti-Semitic, occult and other inhuman, anti-human and anti-pedagogical principles. In addition to the numerous negative consequences, it left in the history of pedagogy; it contributed to the destruction of an entire generation of German children and youth. For this reason, there is the need for a more detailed study of this topic in order to warn of the consequences that would occur in the future if education was ever again based on the principles of Hitler's National Socialist Youth in Nazi Germany.

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12

Figiel, Dominik. "The experience of the Hitler Youth - boys in the national-socialism." Journal of Education Culture and Society 5, no. 2 (January 6, 2020): 112–25. http://dx.doi.org/10.15503/jecs20142.112.125.

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Losing the First World War, unemployment, the generation gap and the cult of youth led to the party of Adolf Hitler gaining popularity in the Weimar Republic. Using slogans of the restoration of a strong Germany the national socialists organized structures, which formed and educated German Youth. Hitler Youth – brought up according to the rule: “youth leads youth” – was a very fertile environment for the spread of the idea of national-socialism. The specific values – racial supremacy, honour, obedience – handed down by parents were the beginning of the Nazi indoctrination. In the later period such organizations as Bund Deutscher Madel or Hitlerjugend took power over German youth. Education, upbringing, ideological content used by the institutions in Nazi Germany are described in the extensive literature on the subject. However, very important are the experiences of individual members of the Hitler Youth that show the Nazi youth activities from a time perspective. Experiences such as the wisdom of life, and gained knowledge, enable recognition and description of the reality which is discussed. The scope of historical and pedagogical research shows the essential facts constituting the full picture of the life of young people during Nazi era.

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13

Vicente, Gabriele Alves, and Marcos Antônio Witt. "A EDUCAÇÃO NA ALEMANHA DURANTE O TERCEIRO REICH E SEU PAPEL NA DOUTRINAÇÃO DAS CRIANÇAS E JOVENS." Revista Conhecimento Online 1 (January 1, 2018): 71. http://dx.doi.org/10.25112/rco.v1i0.1179.

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O presente trabalho analisa as modificações instauradas no sistema educacional alemão regular e extracurricular durante o período correspondente ao Terceiro Reich (1933-1945) e sua influência na formação das crianças e jovens. O objetivo constitui-se em ressaltar a educação escolar como um dos meios utilizados pelo partido nazista para propagar sua ideologia sobre a juventude, destacando as transformações ocorridas dentro do currículo escolar regular. E, ainda, o empenho por parte do partido no que diz respeito ao incentivo da continuidade dos ensinos ideológicos nazistas em atividades extracurriculares como a Organização denominada Juventude Hitlerista, em alemão – Hitlerjugend. Essa Organização visava aprofundar ainda mais na mente dos jovens todas as ideias centrais do nazismo com o intuito de que essa geração mais nova se submetesse fielmente ao seu Führer. A metodologia empregada para a realização desta análise baseou-se principalmente em duas obras, que são: Juventude Hitlerista: mocidade traída, lançado em 1973 por H. W Koch e Juventude Hitlerista: a história dos meninos e meninas nazistas e daqueles que resistiram, publicado em 2006, por Susan Campbell Bartoletti. Com essa análise, torna-se possível compreender, na medida do possível, o por que naquele momento específico, grande parte da juventude alemã aceitou e apoiou a construção da identidade da nação almejada e idealizada por Adolf Hitler e o nacional-socialismo.Palavras-chave: Nazismo. Educação. Doutrinação. Juventude Hitlerista. ABSTRACTThe present work analyzes the changes established in the German regular and extracurricular educational system during the period corresponding to the Third Reich (1933-1945) and its influence on the education of children and young people. The objective is to emphasize school education as one of the means used by the Nazi party to propagate its ideology under youth, highlighting the transformations which had occurred within the regular school curriculum. And its commitment to ensure continuity in the Nazi ideological teachings in extracurricular activities like the Organization called Hitler Youth, in German – Hitlerjugend. This organization aimed to intensify in the minds of young people all the central ideas of Nazismin order that younger generation would submit faithfully to their Führer. The methodology employed to carry out this analysis was based mainly on two works, which are: Hitler Youth: Betrayed youth, launched in 1973 by H. W Koch and Hitler Youth: the story of Nazi boys and girls and those who resisted, published In 2006, by Susan Campbell Bartoletti. Thus, through this analysis, it is possible to understand, up to a certain point, the reasons why at that particular time, most part of the German youth accepted and supported the construction of the nation identity sought and idealized by Adolf Hitler and National Socialism.Keywords: Nazism. Education. Indoctrination. Hitler Youth.

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14

Peter, Birgit. "„… wurde ich bestärkt und bestimmt durch die Mitarbeit in der Hitlerjugend.“ Annäherung an die NS-Vergangenheit der Theaterwissenschafterin Margret Dietrich." zeitgeschichte 48, no. 3 (August 9, 2021): 361–86. http://dx.doi.org/10.14220/zsch.2021.48.3.361.

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15

Almeida Aguiar, Antonio. "Der Marsch zum Führer: los documentales y noticiarios en el adoctrinamiento de la juventud en la Alemania nazi." Historia y Memoria de la Educación, no. 16 (June 20, 2022): 141–72. http://dx.doi.org/10.5944/hme.16.2022.31842.

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Los documentales educativos y noticiarios no han tenido una tradición como ámbito de investigación en España, salvo en los últimos años. Desde esta perspectiva, el presente artículo pretende contribuir al análisis de los documentales, así como de los mecanismos utilizados por el régimen nazi, para la promoción de determinadas propuestas educativas, tanto formales como no formales, con un claro objetivo adoctrinador en la juventud. Además de poner de relieve la instrumentalización propagandística de la cinematografía como parte fundamental de la educación en el interior del país y más allá de sus fronteras, analizamos el protagonismo de las Hitlerjugend y de la Bund Deutscher Mädel en el engranaje adoctrinador. Para fundamentar este discurso, hemos realizado un estudio a través de fuentes primarias, tanto fílmicas como textuales. Por un lado, el documental Der Marsch zum Führer, así como los noticiarios Junges Europa y NO-DO. Paralelamente, la red de instrumentos que controlaban la formación de la juventud, utilizó libros y revistas con discursos comunes a los materiales visuales trabajados, en obras como Marschtritt Deustschland y la revista Junges Europa. Los resultados ofrecen una serie de características educativas, tanto a través de símbolos visuales como de contenido escrito, que coinciden con los elementos propios de los totalitarismos europeos.

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16

Stambolis, Barbara. "André Postert, Die Hitlerjugend. Geschichte einer überforderten Massenorganisation. (Schriften des Hannah-Arendt-Instituts für Totalitarismusforschung, Bd. 68.) Göttingen, Vandenhoeck & Ruprecht 2020." Historische Zeitschrift 315, no. 2 (October 1, 2022): 551–52. http://dx.doi.org/10.1515/hzhz-2022-1402.

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17

Schilde, Kurt. "Karin Stoverock: Musik in der Hitlerjugend. Organisation, Entwicklung, Kontexte. Bd. 1 u. 2, Uelvesbüll: Der Andere Verlag 2013, 832 +12+10 S." Zeitschrift für Religions- und Geistesgeschichte 67, no. 3-4 (December 23, 2015): 315–18. http://dx.doi.org/10.1163/15700739-90000191.

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18

Harvey, E. "Jugendreich, Gottesreich, Deutsches Reich: Junge Generation, Religion und Politik 1928-1933; Bundische Jugend und Hitlerjugend: Zur Geschichte von Anpassung und Widerstand 1930-1939." German History 7, no. 2 (April 1, 1989): 281–83. http://dx.doi.org/10.1093/gh/7.2.281.

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19

Knoll, Joachim H. "André Postert: Die Hitlerjugend. Geschichte einer überforderten Massenorganisation, (= Schriften des Hannah-Arendt-Instituts für Totalitarismusforschung, Band 68), Göttingen: Vandenhoeck & Ruprecht, 2021, 458 S." Zeitschrift für Religions- und Geistesgeschichte 74, no. 2 (April 8, 2022): 189–93. http://dx.doi.org/10.1163/15700739-07402011.

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20

Harvey, E. "Book Reviews : Jugendreich, Gottesreich, Deutsches Reich: Junge Generation, Religion und Politik 1928-1933. By Irmtraud Gotz von Olenhusen. Cologne: Verlag Wissenschaft und Politik. 1987. 367 pp. DM 36. Bundische Jugend und Hitlerjugend: Zur Geschichte von Anpassung und Widerstand 1930-1939. By Matthias von Hellfeld. Cologne: Verlag Wissenschaft und Politik. 1987. 301 pp. DM 32." German History 7, no. 2 (August 1, 1989): 281–83. http://dx.doi.org/10.1177/026635548900700222.

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