Popular Culture, Propaganda, & WWII
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This document discusses how popular culture and propaganda were used during World War 2 to mobilize support for the war effort on the American home front. It describes how the US government agencies like the Office of War Information used movies, comics, posters and other media to spread pro-war messages to the public often by incorporating wartime themes into existing forms of popular entertainment. The goal of this propaganda was to convince Americans to adjust their priorities and support the needs of the total war effort. Famous studios like Disney and popular comic books were recruited to disseminate the government's official pro-war messaging to the masses.
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The document discusses the use of propaganda and political cartoons to spread ideas and influence public opinion. Propaganda uses exaggerated or false statements to help a cause or government, especially during wartime to foster support for war efforts. Wartime propaganda was used domestically in the US to encourage citizens to buy war bonds and reduce venereal diseases among soldiers. Political cartoons also played a role in exposing political corruption and social issues through imagery before radio and TV. Some examples highlight hypocrisy around excluding certain groups in America or depict reactions to terrorist attacks. The power of art like political cartoons is that it aims to transform views rather than just inform.
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Title: The Committee on Public Information: Persuading a nation to war
Paper Abstract: This paper discusses findings from an archival case study of the Committee on Public Information about how the cultural systems of propaganda, journalism and popular culture can be used in persuading, informing and entertaining of audiences to galvanize support for a cause. The Committee on Public Information (CPI) was an American government propaganda organisation credited with successfully mobilizing public opinion to gain support to enter World War I. The CPI had over twenty divisions. This study analyses three: the Division of News, composed of newspapermen to gain media support; the Four Minute Men, a national group of rhetorical orators who spoke at motion-picture houses; and the Division of Pictorial Publicity, a group of famous illustrators who created the only colour images available of the war.
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1. Marxist and neo-Marxist international relations theories view the international system through a Marxist lens, emphasizing the centrality of economic factors and class struggle.
2. Key thinkers include Lenin, who analyzed imperialism as the highest stage of capitalism, and Gramsci, who developed the concept of cultural and ideological hegemony.
3. More recent theorists like Wallerstein propose a world-systems analysis, seeing the global economy as a single capitalist world-system with core, semi-periphery, and periphery states.
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This document summarizes different feminist theories of international relations, including liberal feminism, feminist constructivism, critical feminism, feminist poststructuralism, and postcolonial feminism. It discusses the key scholars and ideas within each approach. It also provides an example case study on feminist perspectives of sanctions against Iraq from 1990-2013, analyzing how questions around gender, power structures, and experiences are approached differently than mainstream theories. The document advocates using gendered lenses to re-examine other mainstream international relations case studies as well.
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The document discusses the theory of core and periphery as it relates to economic geography. The core-periphery model proposes that as one region grows economically, it becomes the core, while surrounding areas become the periphery. At the global scale, developed nations form the economic core and developing nations the periphery. Core nations control global markets and benefit more, while periphery nations depend on the core and receive a disproportionately small share of global wealth. The relationship between core and periphery can have both positive "spread effects" and negative "backwash effects" on the periphery.
What is Popular Culture?
This document discusses different definitions and approaches to defining popular culture. It describes popular culture as "the people's culture" made at the local level, as "mass culture" produced for a large audience, and as "low culture" in contrast to high art. However, it notes problems with each definition and argues that popular culture is best understood by examining the values embedded within cultural works and acknowledging its commercial nature of being produced for market distribution and sales.
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Presentation on World System Theory for PS 212 Culture and Politics in the Third World at the University of Kentucky, Summer 2007. Dr. Christopher S. Rice, Instructor.
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The document discusses popular culture, including what it is, how it is determined and influenced, its broad appeal and changing nature, and whether it is superficial or serious. Popular culture refers to everyday interactions and cultural moments that prevail in a society. It is influenced by industries like film, TV, music and publishing. Some see popular culture as on the cutting edge, while others see it as superficial items produced for profit. The document also lists various forms of popular culture and issues they may address, like race, gender, and censorship. It provides example websites that study and comment on popular culture.
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A general overview of culture, pop culture, fads, trends, and zeitgeist in the media. Includes a quick look at the top five global brands. Created for education in media studies.
World system theory; Wallerstein
World systems theory argues that underdeveloped countries are poor not due to their own histories or characteristics, but because of their position in the global capitalist system. Core developed countries exploit peripheral poorer nations by maintaining economic and military dominance over them. This allows core nations to extract resources and profits from peripheries while preventing their industrial development. World systems theorists claim international organizations do not challenge this global power structure and peripheries should pursue policies like import substitution and cooperation to resist exploitation by the core. However, critics argue world systems theory's claims are not always supported by evidence and the causes of global inequality may be more complex.
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The document discusses a survey of marketers and salespeople about their relationship and perceptions of each other. Some key findings include:
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This document provides an overview of the origins of the Cold War between the United States and Soviet Union following World War II. It discusses the wartime alliance between the US, Britain, and Soviet Union which was pragmatic but lacked trust. At conferences like Tehran, Yalta, and Potsdam, the Allied leaders were unable to resolve disagreements over the post-war structure of Europe. As the Soviets exerted control over Eastern Europe, tensions rose further and the Cold War began, marked by the Iron Curtain speech in 1946 and the formation of opposing military alliances like NATO.
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The Nazi party in Germany extensively used propaganda through various media channels to strengthen its control over the population once in power in 1933. Dr. Joseph Goebbels, as Minister of Propaganda, promoted Hitler as the savior of Germany through rallies, the 1936 Olympics, posters, radio broadcasts of Hitler's speeches, films portraying Hitler positively, and controlling newspaper content. The systematic dissemination of anti-Semitic, Aryan race, and pro-Nazi messages across multiple widely available media sources was intended to aggressively promote the Nazi ideology and "brainwash" the public.
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During World War 2, all countries used propaganda to influence public opinion and garner support for the war effort. The document discusses how governments on all sides, including the US, Britain, Germany and Japan, used propaganda films, radio broadcasts, posters and other media to promote their side and undermine the enemy. Different strategies were used, like exaggerating victories and censoring information, to make the home population rally behind the war and governments. Hollywood and other film industries also got involved in producing propaganda films.
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World War 2 led to both increased opportunities and continued discrimination for minority groups in the US. While the war economy created jobs for women, African Americans, and Hispanic Americans, Japanese Americans were forcibly interned in camps. Over 110,000 Japanese Americans, many of them citizens, were removed from their homes and lived under quasi-military rule. The war also prompted the beginning of the modern civil rights movement as African American leaders demanded equal access to defense jobs and an end to segregation in the military. Overall, WWII accelerated changes in attitudes towards equality but discrimination still continued.
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21. postmodernism
Postmodernism rejects universal theories and meta-narratives in favor of local and contextual explanations. It is skeptical of ideas of progress, scientific truth, and cultural unity. Postmodernism sees identity as fragmented and emphasizes subcultures, image, and surface appearance over depth and originality. Postmodern art mixes styles, rejects notions of artistic purity, and blurs distinctions between high and popular culture. Postmodern thinkers deconstruct power structures and essentialist ideas of gender, sexuality, and race.
20. butler
Judith Butler is an American philosopher known for her work in feminism, queer theory, and political theory. Some of her major works examine gender and sexuality, challenging essentialist views. In Gender Trouble, she argues that gender is a social construct and performative, rather than determined by sex or biology. She asserts that there is no innate gender identity and that gender is formed through citational acts over time. Butler seeks to deconstruct notions of fixed gender and sexuality, viewing them as cultural rather than natural categories.
19. said
Edward Said's book Orientalism argues that the Orient has been imagined and constructed by the West through a discourse called Orientalism. This discourse involves producing knowledge about the Orient through academic and artistic works that help dominate and exert authority over it. Said defines Orientalism as a Western style and corporate institution for dealing with the Orient by making statements, authorizing views, describing, teaching, settling, and ruling over it. This discourse helped European culture gain strength by defining itself against an imagined Orient. Orientalism continues to circulate and construct ideas about the East in various cultural forms today.
17 and 18. foucault, parts 1 & 2
Michel Foucault was a 20th century French philosopher known for his works analyzing the relationship between power and knowledge and how they are deployed in society. Some of his major works examined how concepts like madness, medicine, and sexuality are socially constructed. In his work The History of Sexuality, Foucault argued that sexuality became a central part of personal identity in modern Western societies as it became medically categorized and regulated through various institutions seeking to define normalcy and deviance. He analyzed how power operates through subtle controls and surveillance rather than direct force, using the metaphor of the panopticon prison to represent modern disciplinary society.
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This document provides an overview of cultural theorists Stuart Hall and Roland Barthes. It discusses Stuart Hall's work on encoding and decoding messages in media and how audiences do not passively receive information. It also outlines Roland Barthes' work on how dominant ideologies present themselves as natural through images and myth-making. Specifically, it explains Barthes' view of myth as a communication system that removes the reader from an active role and constructs ideas as inherent truths.
15. combahee, anzaldua
This document discusses identity politics and intersectionality. It provides historical context around the development of identity politics movements in the 1950s-1970s such as civil rights, women's rights, and gay rights. It then discusses the concepts of intersectionality and how multiple overlapping identities interact. The document presents several artworks and excerpts to illustrate these concepts of identity and the experiences of marginalized groups.
14. fanon & baldwin
This document discusses black existentialism through the works of Frantz Fanon and James Baldwin. It summarizes that black existentialism shares similarities with existentialist philosophers like Sartre but focuses on the liberation of all people of color rather than individual freedom. It provides biographical context of Fanon and Baldwin, outlining their major works and influences. Both writers examined issues of colonialism, racism, and identity from the perspective of being black in a white-dominated world.
13. de beauvoir
Simone de Beauvoir was a French writer and philosopher who was heavily influenced by existentialism and Jean-Paul Sartre. She wrote The Second Sex in 1949, which argued that women are socially constructed as the "other" in a patriarchal society, and that this socialization is the root cause of women's oppression, not their biology. De Beauvoir asserted that one is not born a woman but becomes one, and that both individual and social change are needed for women's liberation.
12. adorno
The Frankfurt School was an institute founded in Germany in the 1920s that included thinkers like Theodor Adorno, Max Horkheimer, Herbert Marcuse, and others. They critiqued concepts from the Enlightenment like rationality, progress, and domination of nature. They argued that the Enlightenment created its own "myths" and that modern society lives in an era of unfreedom and violence due to "instrumental rationality." They also critiqued mass culture and the culture industry, arguing it led to increasing uniformity and standardization of products that created artificial needs and passivity in individuals in order to reinforce the capitalist system.
11. benjamin
1) You are shocked and overwhelmed by the beauty and skill of Botticelli's The Birth of Venus as a chambermaid from a peasant family serving the wealthy de Medici's.
2) As a young shop assistant from a small village seeing the Mona Lisa for the first time at the Louvre in 1910, you are in awe of da Vinci's masterpiece and the prestige and sophistication of Paris.
3) In 2018 as a new graphic designer, you feel uncomfortable with your colleague's poster of Klimt's The Kiss hanging over your shared desk as intimate artwork in a professional workspace.
10.5 age of progress & anxiety
The late 1800s and early 1900s saw unprecedented changes across Western societies including mass production, mass consumption enabled by new industries, widespread mass education to fuel these new economies, the rise of mass politics as more groups gained the right to vote, and new forms of mass leisure activities. However, this period of rapid economic and social progress also coincided with growing anxieties about these changes and their effects on individuals and traditional ways of life.
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In his work Civilization and its Discontents, Sigmund Freud applies his psychoanalytic theories about individual psychology to whole societies. He questions why human beings are so miserable in modern civilization and argues that the central problem is maintaining a balance between individual desires and the demands of society. Freud proposes that civilization arises from two drives in human nature: Eros, the life drive, and Thanatos, the death drive. Society controls the individual through internalized discipline and fear of losing love from the community.
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Friedrich Nietzsche (1844-1900) was a German philosopher who is known for proclaiming the death of God and developing the concepts of master morality, slave morality, and ressentiment. In his "Parable of the Madman," Nietzsche describes a madman who declares that God is dead and laments who will wipe away this blood from humanity as the murderers of God. Nietzsche analyzed the development of morality from master morality defined by the powerful to slave morality defined in reaction and resentment against the masters. He argued that each person must develop their own moral code through rational reflection and affirmation of life rather than adopting universal morality.
7. marx, part 2
Marx analyzed history and society through the lens of class struggle. He believed that throughout history, society has been divided into opposing classes such as slave and master, peasant and aristocrat, and most currently, bourgeoisie and proletariat. Marx argued that the capitalist system established by the bourgeoisie, while advancing technology and industry, has created new forms of oppression and inequality. He predicted that recurring economic crises under capitalism would grow increasingly severe and ultimately lead to its demise, to be replaced by a socialist and communist society without classes.
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This document provides an overview of key aspects of Karl Marx's critique of capitalism. It discusses Marx's view that the industrial revolution led to alienating forms of labor under capitalism where workers are estranged from their work and its products. Marx argued that under capitalism, labor becomes a means to survival rather than a means of self-affirmation. The document also summarizes Marx's views on commodity fetishism and how the capitalist system obscures the actual human labor that goes into producing commodities.
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Rousseau believed that humans in a state of nature were solitary yet inherently good and driven by instincts of survival. In civilization, humans become competitive, greedy, and power-hungry due to political inequalities. While walking in the forest, Rousseau contemplated stripping away pretenses to see humanity's true nature, and how civilization has distorted it for the worse. In his work "Confessions", Rousseau resolved to present himself truthfully to show his fellow man an example of natural humanity, claiming he was unlike anyone else in the world.
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This document discusses the views of Immanuel Kant, Mary Wollstonecraft, and Sojourner Truth on education and reason. It examines Kant's definition of enlightenment and his views on how individuals can use reason. It also looks at Wollstonecraft's views on how women were socialized and educated at the time, and how this was harmful. Finally, it considers Truth's perspectives on gender, race, and the connection between reason and rights.
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The document discusses several key aspects of the Enlightenment period in Europe including the questioning of religious and political authorities, the spread of scientific revolution and rationalism, and the emergence of skepticism and emphasis on human reason. It also notes tensions around the universal application of reason and whether it applied equally to all groups of people.
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Popular Culture, Propaganda, & WWII
- 1. Popular Culture & WWII HST 3103 America in Crisis: 1929-1945 Kara Heitz
- 2. WWII Overview • Global war • 1939-1945 (US from Dec. 1941) • Most widespread & deadliest conflict in human history • 60 million killed • 420,000 Americans killed • The “Good War”
- 3. Total War • All of a nation’s resources mobilized for war effort • Importance of the Homefront • Mobilizing labor, production, and populations • Propaganda • Propaganda & mass culture “Wartime propaganda attempts to make people adjust to abnormal conditions, and adapt their priorities and moral standards to accommodate the needs of war. To achieve this, propagandists have often represented warfare using conventional visual codes already established in mass culture. Thus, recruitment posters have often been designed to look like advertisements or movie posters. Propaganda films have used the formulae of westerns and crime dramas, Film starts, singers, sports personalities, and cartoon characters have been enlisted to propagate the official message of the war effort.” - Toby Clark, Art and Propaganda (1997)
- 4. Propaganda & Democracy? “The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country. We are governed, our minds are molded, our tastes formed, our ideas suggested, largely by men we have never heard of. This is a logical result of the way in which our democratic society is organized. Vast numbers of human beings must cooperate in this manner if they are to live together as a smoothly functioning society.” - Edward Bernays, "Propaganda" (1928)
- 5. U.S. Government WWII Posters
- 6. U.S. WWII Propaganda & Popular Culture • WWII as visual and cinematic war • FDR, popular culture, & the war effort • Office of War Information (OWI) • Bureau of Motion Pictures "The easiest way to inject a propaganda idea into most people’s minds is to let it go through the medium of an entertainment picture when they do not realize that they are being propagandized.“ - OWI director Elmer Davis
- 7. Disney Studios & WWII
- 8. Comics during the 1930s
- 9. Propaganda in WWII American Comics
- 10. “Three Americans” Life Magazine, Sept. 20 1943 • Three American GIs lie dead on Buna Beach (New Guinea) • Photographer George Strock • Image taken Dec. 31, 1941 • First photograph to depict dead American soldiers on the battlefield published during WWII