Toronto Theory Workshop - Status and Strategy in Disrupted Times: the case of passive and active Nazis and anti-Nazis in the third Reich
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Status and Strategy in Disrupted Times: the case of passive and active Nazis and anti-Nazis in the third Reich
Research on disrupted times offers a range of answers to the question of how individuals respond to rapidly changing circumstances. Some emphasize cultural bricolage; others emphasize a collective realignment around prominent actors; yet others provide evidence for defensive adherence to outmoded practices; and some research suggests that fields themselves shift to accommodate external pressures, so that actors take up new positions within field hierarchies. What remains unclear, however, is which actors pursue which response when faced with the same moment of disruption. This paper asks which actors take up new strategies during disrupted times, and which actors instead cling to their pre-disruption strategies of action. Drawing on the disrupted time of Nazi Germany, I analyze 209 biographical profiles of German citizens collected during US-led denazification efforts in postwar Germany. I find that individuals in the lowest prestige occupations were more likely to adopt new strategies — whether as Nazi functionaries or resisters — compared to their middle-class counterparts. In contrast, ideology – measured here as whether individuals had “anti-Nazi” beliefs – had no independent effect on whether individuals acted passively or actively during this time, once accounting for social position. These findings suggest that it would be worthwhile to revisit our understanding of action in disrupted times. At least in Nazi Germany, social status was more important than ideology for explaining whether actors revised their strategies of action or retained their old set of habits.
Discussants: Simeon J Newman and Julia Pfau
TTW fosters theoretical dialogue, taking theory in a wide sense. We aim to maximize conversation. Papers, usually works in progress, are circulated prior to meetings, and all attendees are expected to come to the workshop having read the paper. Presenters typically provide only a 5-minute introduction and contextualization of the paper. Then, two discussants (a graduate student and a faculty member) provide critical commentary, followed by open Q&A with all participants. Everyone is welcome, whether you see yourself as someone who works in theory or not, and whether you are new to the department or have been around for a long time.