The first ever guide to the manifold uses and reinterpretations of the classical tradition in Mussolini’s Italy and Hitler’s Germany, Brill’s Companion to the Classics, Fascist Italy and Nazi Germany explores how political propaganda manipulated and reinvented the legacy of ancient Greece and Rome in order to create consensus and historical legitimation for the Fascist and National Socialist dictatorships. The memory of the past is a powerful tool to justify policy and create consensus, and, under the Fascist and Nazi regimes, the legacy of classical antiquity was often evoked to promote thorough transformations of Italian and German culture, society, and even landscape. At the same time, the classical past was constantly recreated to fit the ideology of each regime.
The Third Reich's Elite Schools tells the story of the Napolas, Nazi Germany's most prominent training academies for the future elite. This deeply researched study gives an in-depth account of everyday life at the schools, while also shedding fresh light on the political, social, and cultural history of the Nazi dictatorship.
This 2006 book is a controversial reappraisal of the Italian occupation of the Mediterranean during the Second World War, which Davide Rodogno examines within the framework of fascist imperial ambitions. He focuses on the European territories annexed and occupied by Italy between 1940 and 1943: metropolitan France, Corsica, Slovenia, Croatia, Dalmatia, Montenegro, Albania, Kosovo, Western Macedonia, and mainland and insular Greece. He explores Italy's plans for Mediterranean expansion, its relationship with Germany, economic exploitation, the forced 'Italianisation' of the annexed territories, collaboration, repression, and Italian policies towards refugees and Jews. He also compares Fascist Italy and Nazi Germany through their dreams of imperial conquest, the role of racism and anti-Semitism, and the 'fascistization' of the Italian Army. Based on previously unpublished sources, this is a groundbreaking contribution to genocide, resistance, war crimes and occupation studies as well as to the history of the Second World War more generally.
This book examines how Jewish intellectuals during and after the Second World War reinterpreted Homer’s epics, the Iliad and the Odyssey, in light of their own wartime experiences, drawing a parallel between the ancient Greek genocide of the Trojans and the Nazi genocide of the Jews. The wartime writings of Theodore Adorno, Hannah Arendt, Erich Auerbach, Rachel Bespaloff, Hermann Broch, Max Horkheimer, Primo Levi, and others were attempts both to understand the collapse of European civilization and the Enlightenment through critiques of their foundational texts and to imagine the place of the Homeric epics in a new post-War humanism. The book thus also explores the reception of these writers, analyzing how Jewish child-survivors like Geoffrey Hartman and Hélène Cixous and writers of the post-Holocaust generation like Daniel Mendelsohn continued to read the epics as narratives of grief, trauma, and woundedness into the twenty-first century. .
This handbook explores the ways in which histories of colonialism and postcolonial thought and theory cast light on our understanding of the ancient Mediterranean world and the discipline of Classics, utilizing a wide body of case studies and providing avenues for future research and discussion. It brings together chapters by a wide, international, and intersectional range of scholars coming from a variety of backgrounds and sub-disciplinary perspectives, and from across the chronological and geographical scope of Classics. Chapters cover the state of current research into ancient Mediterranean and South, Central, and West Asian histories. They provide case studies to illustrate both how postcolonial thought has already illuminated our understanding of the ancient Mediterranean world and beyond, as well as its potential for the future. Chapters also provide opportunities for reflection on the current state of the discipline. An introduction by the volume editors offers a survey of the development of postcolonial theory, its relationship to other bodies of theory, and its connections to Classics. Toward the end of the book, three scholars with different career and disciplinary perspectives provide short reflections on the themes of the volume and the directions of future research. The Routledge Handbook of Classics, Colonialism, and Postcolonial Theory offers an impressive collection of current research and thought on the subject for students and scholars in classical studies understood in its larger sense as well as in related disciplines such as Archaeology, Ancient History, Imperial History and the History of Colonialism, Reception Studies, and Museum Studies. For anyone interested in classical antiquity, it provides an engaging introduction to a potentially bewildering, but ultimately vital and enriching, body of thought and theory.
Theme park studies is a growing field in social and cultural studies. Nonetheless, until now little attention has been dedicated to the choice of the themes represented in the parks and the strategies of their representation. This is particularly interesting when the theme is a historical one, for example ancient Greece. Which elements of classical Greece find their way into a theme park and how are they chosen and represented? What is the “entertainment” element in ancient Greek history, culture and myth, which allows its presence in commercial structures aiming to people's fun? How does the representation of Greece change against different cultural backgrounds, e.g. in different European countries, in the USA, in China? This book frames a discussion of these representations within the current debates about immersive spaces, uses of history and postmodern aesthetics, and analyses how ancient Greece has been represented and made “enjoyable” in seven different theme parks across the world, providing an original and ground-breaking contribution to theme park studies and classical reception.
For six centuries, Plato has held German philosophy in his grip. Brill’s Companion to German Platonism examines how German thinkers have interpreted Plato and how in turn he has decisively influenced their thought. Under the editorship of Alan Kim, this companion gathers the work of scholars from four continents, writing on figures from Cusanus and Leibniz to Husserl and Heidegger. Taken together, their contributions reveal a characteristic pattern of “transcendental” interpretations of the mind’s relation to the Platonic Forms. In addition, the volume examines the importance that the dialogue form itself has assumed since the nineteenth century, with essays on Schleiermacher, the Tübingen School, and Gadamer. Brill’s Companion to German Platonism presents both Plato and his German interpreters in a fascinating new light.
The first full-length study of how Italian colonialism in Africa used the history of Roman imperialism on the continent to legitimise and promote its own imperial endeavours. Agbamu looks at a broad range of cultural documents to examine how the discourse of colonialism as 'the return of Rome' to land rightfully Italian was disseminated.
First collected volume dealing with the use of Latin under Fascism This book deals with the use of Latin as a literary and epigraphic language under Italian Fascism (1922–1943). The myth of Rome lay at the heart of Italian Fascist ideology, and the ancient language of Rome, too, played an important role in the regime’s cultural politics. This collection deepens our understanding of ‘Fascist Latinity’, presents a range of previously little-known material, and opens up a number of new avenues of research. The chapters explore the pivotal role of Latin in constructing a link between ancient Rome and Fascist Italy; the different social and cultural contexts in which Latin texts functioned in the ventennio fascista; and the way in which ‘Fascist Latinity’ relied on, and manipulated, the ‘myth of Rome’ of late nineteenth- and early twentieth-century Italy. Contributors: William Barton (Ludwig Boltzmann Institute for Neo-Latin Studies), Xavier van Binnebeke (KU Leuven), Paolo Fedeli (Università degli Studi di Bari Aldo Moro), Han Lamers (University of Oslo), Johanna Luggin (Ludwig Boltzmann Institute for Neo-Latin Studies), Antonino Nastasi (Rome), Bettina Reitz-Joosse (University of Groningen), Dirk Sacré (KU Leuven), Valerio Sanzotta (Ludwig Boltzmann Institute for Neo-Latin Studies), Wolfgang Strobl (Toblach).
In recent years, there has been no issue that has convulsed academia and its role in society more stridently than the personal politics of its institutions: who has access to education? How does who you are change what you study and how you engage with it? How does scholarship reflect the politics of society – how should it? These new essays from one of the best-known scholars of ancient Greece offer a refreshing and provocative contribution to these discussions. What Is a Jewish Classicist? analyses how the personal voice of a scholar plays a role in scholarship, how religion and cultural identity are acted out within an academic discipline, and how translation, the heart of any engagement with the literature of antiquity, is a transformational practice. Topical, engaging, revelatory, this book opens a sharp and personal perspective on how and why the study of antiquity has become such a battlefield in contemporary culture. The first essay looks at how academics can and should talk about themselves, and how such positionality affects a scholar's work – can anyone can tell his or her own story with enough self-consciousness, sophistication and care? The second essay, which gives the book its title, takes a more socio-anthropological approach to the discipline, and asks how its patterns of inclusion and exclusion, its strategies of identification and recognition, have contributed to the shape of the discipline of classics. This initial enquiry opens into a fascinating history of change – how Jews were excluded from the discipline for many years but gradually after the Second World war became more easily assimilated into it. This in turn raises difficult questions for the current focus on race and colour as the defining aspects of personal identification, and about how academia reflects or contributes to the broader politics of society. The third essay takes a different historical approach and looks at the infrastructure or technology of the discipline through one of its integral and time-honoured practices, namely, translation. It discusses how translation, far from being a mere technique, is a transformational activity that helps make each classicist what they are. Indeed, each generation needs its own translations as each era redefines its relation to antiquity.
