United States Race Issues :: Racism Race Preudice Essays Papers

United States Race Issues The arrest of a Ku Klux Klan member who in 1964 killed two young black men, Charles Eddie Moore and Henry Hezekiah Dee, represents a minor attempt to close the books on a wrongly-dismissed civil rights case. Although this act took place over 40 years ago, the current case shows that race issues are still very much a part of our society. The issues are no longer black and white either. With an increasing number of Hispanics in the United States, the racial quilt has become more complex, which has been of special interest to me in my studies of Spanish language and culture. The Los Angeles Police Department has reported increased violence in recent years, much of it attributed to Hispanic and black gangs fighting each other. We cannot passively watch how these issues play out, but must instead find solutions to live together. In my opinion, the assumption that all races are now on a level playing field and have been since the Civil Rights Act leads many Americans to strongly oppose any thing that seems to unfairly, according to them, favor one race over another, such as affirmative action programs. As a Michigan resident, I unfortunately witnessed the passage of Proposal 2, banning affirmative action through what was called the Michigan Civil Rights Initiative, modeled after the California Civil Rights Initiative, both of which were led by Ward Connerly. Many Americans think voting against â€Å"reverse discrimination† sounds good, not taking into account the fact that white Americans have had many more years to accumulate wealth and gain better positions in society, while minorities have only had that opportunity for a couple decades and often times still face discrimination. I learned a lot about affirmative action and other race issues as a student in a class called â€Å"Race and Politics,† a class in which Mr. Connerly as well as members of the local chapter of the NAACP came to visit and speak. Discussions of race often reached nervous quietness in my class, something I think is common when members of different races come together to talk about it. We stumble all over trying not to offend each other or say something that might be taken offensively. In her book It’s the Little Things: Everyday Interactions That Anger, Annoy, and Divide the Races,† Lena Williams describes how members of all races innocently bother each other without knowing it. One example is how white Americans say they don’t â€Å"see color† in order to say race is not an issue to them.

Ethical Standards for School Counselors

Ethical Standards for School Counselors were adopted by the ASCA Delegate Assembly, March 19,1984, revised March 27, 1992, June 25, 1998, and June 26, 2004. Preamble The American School Counselor Association (ASCA) is a professional organization whose members are certified/licensed in school counseling with unique qualifications and skills to address the academic, personal/social and career development needs of all students.Professional school counselors are advocates, leaders, collaborators and consultants who create opportunities for equity in access and success in educational opportunities by connecting their programs to the mission of schools and subscribing to the following tenets of professional responsibility: * Each person has the right to be respected, be treated with dignity and have access to a comprehensive school counseling program that advocates for and affirms all students from diverse populations regardless of ethnic/racial status, age, economic status, special needs, English as a second language or other language group, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance.* Each person has the right to receive the information and support needed to move toward self-direction and self-development and affirmation within one’s group identities, with special care being given to students who have historically not received adequate educational services: students of color, low socio-economic students, students with disabilities and students with * Each person has the right to understand the full magnitude and meaning of his/her educational choices and how those choices will affect future opportunities. Each person has the right to privacy and thereby the right to expect the counselor-student relationship to comply with all laws, policies and ethical standards pertaining to confidentiality in the school setting. In this document, ASCA specifies the principles of ethic al behavior necessary to maintain the high standards of integrity, leadership and professionalism among its members.The Ethical Standards for School Counselors were developed to clarify the nature of ethical responsibilities held in common by school counseling professionals. The purposes of this document are to: * Serve as a guide for the ethical practices of all professional school counselors regardless of level, area, opulation served or membership in this professional association; * Provide self-appraisal and peer evaluations regarding counselor responsibilities to students, parents/guardians, colleagues and professional associates, schools, communities and the counseling profession; and * Inform those served by the school counselor of acceptable counselor practices and expected professional behavior.A. Responsibilities to Students A. 1. Responsibilities to Students The professional school counselor: a. Has a primary obligation to the student, who is to be treated with respect as a unique individual. b. Is concerned with the educational, academic, career, personal and social needs and encourages the maximum development of every student. c. Respects the student’s values and beliefs and does not impose the counselor’s personal values. d. Is knowledgeable of laws, regulations and policies relating to students and strives to protect and inform students regarding their rights. A. 2. Confidentiality The professional school counselor: a.Informs students of the purposes, goals, techniques and rules of procedure under which they may receive counseling at or before the time when the counseling relationship is entered. Disclosure notice includes the limits of confidentiality such as the possible necessity for consulting with other professionals, privileged communication, and legal or authoritative restraints. The meaning and limits of confidentiality are defined in developmentally appropriate terms to students. b. Keeps information confidential unless di sclosure is required to prevent clear and imminent danger to the student or others or when legal requirements demand that confidential information be revealed. Counselors will consult with appropriate professionals when in doubt as to the validity of an exception. c.In absence of state legislation expressly forbidding disclosure, considers the ethical responsibility to provide information to an identified third party who, by his/her relationship with the student, is at a high risk of contracting a disease that is commonly known to be communicable and fatal. Disclosure requires satisfaction of all of the following conditions: * Student identifies partner or the partner is highly identifiable * Counselor recommends the student notify partner and refrain from further high-risk behavior * Student refuses * Counselor informs the student of the intent to notify the partner * Counselor seeks legal consultation as to the legalities of informing the partner d.Requests of the court that discl osure not be required when the release of confidential information may potentially harm a student or the counseling relationship. e. Protects the confidentiality of students’ records and releases personal data in accordance with prescribed laws and school policies. Student information stored and transmitted electronically is treated with the same care as traditional student records. f. Protects the confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies and applicable ethical standards. Such information is only to be revealed to others with the informed consent of the student, consistent with the counselor’s ethical obligation. g.Recognizes his/her primary obligation for confidentiality is to the student but balances that obligation with an understanding of the legal and inherent rights of parents/guardians to be the guiding voice in their children’s lives. A. 3. Counseling Plans The profess ional school counselor: a. Provides students with a comprehensive school counseling program that includes a strong emphasis on working jointly with all students to develop academic and career goals. b. Advocates for counseling plans supporting students right to choose from the wide array of options when they leave secondary education. Such plans will be regularly reviewed to update students regarding critical information they need to make informed decisions. A. 4. Dual Relationships The professional school counselor: a.Avoids dual relationships that might impair his/her objectivity and increase the risk of harm to the student (e. g. , counseling one’s family members, close friends or associates). If a dual relationship is unavoidable, the counselor is responsible for taking action to eliminate or reduce the potential for harm. Such safeguards might include informed consent, consultation, supervision and documentation. b. Avoids dual relationships with school personnel that mi ght infringe on the integrity of the counselor/student relationship. A. 5. Appropriate Referrals The professional school counselor: Makes referrals when necessary or appropriate to outside resources.Appropriate referrals may necessitate informing both parents/guardians and students of applicable resources and making proper plans for transitions with minimal interruption of services. Students retain the right to discontinue the counseling relationship at any time. A. 6. Group Work The professional school counselor: a. Screens prospective group members and maintains an awareness of participants’ needs and goals in relation to the goals of the group. The counselor takes reasonable precautions to protect members from physical and psychological harm resulting from interaction within the group. b. Notifies parents/guardians and staff of group participation if the counselor deems it appropriate and if consistent with school board policy or practice. c.Establishes clear expectations in the group setting and clearly states that confidentiality in group counseling cannot be guaranteed. Given the developmental and chronological ages of minors in schools, the counselor recognizes the tenuous nature of confidentiality for minors renders some topics inappropriate for group work in a school setting. d. Follows up with group members and documents proceedings as appropriate. A. 7. Danger to Self or Others The professional school counselor: a. Informs parents/guardians or appropriate authorities when the student’s condition indicates a clear and imminent danger to the student or others. This is to be done after careful deliberation and, where possible, after consultation with other counseling professionals. . Will attempt to minimize threat to a student and may choose to 1) inform the student of actions to be taken, 2) involve the student in a three-way communication with parents/guardians when breaching confidentiality or 3) allow the student to have input as to how and to whom the breach will be made. A. 8. Student Records The professional school counselor: a. Maintains and secures records necessary for rendering professional services to the student as required by laws, regulations, institutional procedures and confidentiality guidelines. b. Keeps sole-possession records separate from students’ educational records in keeping with state laws. c.Recognizes the limits of sole-possession records and understands these records are a memory aid for the creator and in absence of privilege communication may be subpoenaed and may become educational records when they 1) are shared with others in verbal or written form, 2) include information other than professional opinion or personal observations and/or 3) are made accessible to others. d. Establishes a reasonable timeline for purging sole-possession records or case notes. Suggested guidelines include shredding sole possession records when the student transitions to the next level, transfers to another school or graduates. Careful discretion and deliberation should be applied before destroying sole-possession records that may be needed by a court of law such as notes on child abuse, suicide, sexual harassment or violence. A. 9. Evaluation, Assessment, and Interpretation The professional school counselor: a.Adheres to all professional standards regarding selecting, administering and interpreting assessment measures and only utilizes assessment measures that are within the scope of practice for school counselors. b. Seeks specialized training regarding the use of electronically based testing programs in administering, scoring and interpreting that may differ from that required in more traditional assessments. c. Considers confidentiality issues when utilizing evaluative or assessment instruments and electronically based programs. d. Provides interpretation of the nature, purposes, results and potential impact of assessment/evaluation measures in language the student(s) ca n understand. e.Monitors the use of assessment results and interpretations, and takes reasonable steps to prevent others from misusing the information. f. Uses caution when utilizing assessment techniques, making evaluations and interpreting the performance of populations not represented in the norm group on which an instrument is standardized. g. Assesses the effectiveness of his/her program in having an impact on students’ academic, career and personal/social development through accountability measures especially examining efforts to close achievement, opportunity and attainment gaps. A. 10. Technology The professional school counselor: a. Promotes the benefits of and clarifies the limitations of various appropriate technological applications.The counselor promotes technological applications (1) that are appropriate for the student’s individual needs, (2) that the student understands how to use and (3) for which follow-up counseling assistance is provided. b. Advocat es for equal access to technology for all students, especially those historically underserved. c. Takes appropriate and reasonable measures for maintaining confidentiality of student information and educational records stored or transmitted over electronic media including although not limited to fax, electronic mail and instant messaging. d. While working with students on a computer or similar technology, takes reasonable and appropriate measures to protect students from objectionable and/or harmful online material. e.Who is engaged in the delivery of services involving technologies such as the telephone, videoconferencing and the Internet takes responsible steps to protect students and others from harm. A. 11. Student Peer Support Program The professional school counselor: Has unique responsibilities when working with student-assistance programs. The school counselor is responsible for the welfare of students participating in peer-to-peer programs under his/her direction. B. Respon sibilities to Parents/Guardians B. 1. Parent Rights and Responsibilities The professional school counselor: a. Respects the rights and responsibilities of parents/guardians for their children and endeavors to establish, as appropriate, a collaborative elationship with parents/guardians to facilitate the student’s maximum development. b. Adheres to laws, local guidelines and ethical standards of practice when assisting parents/guardians experiencing family difficulties that interfere with the student’s effectiveness and welfare. c. Respects the confidentiality of parents/guardians. d. Is sensitive to diversity among families and recognizes that all parents/guardians, custodial and non-custodial, are vested with certain rights and responsibilities for the welfare of their children by virtue of their role and according to law. B. 2. Parents/Guardians and Confidentiality The professional school counselor: a.Informs parents/guardians of the counselor’s role with emph asis on the confidential nature of the counseling relationship between the counselor and student. b. Recognizes that working with minors in a school setting may require counselors to collaborate with students’ parents/guardians. c. Provides parents/guardians with accurate, comprehensive and relevant information in an objective and caring manner, as is appropriate and consistent with ethical responsibilities to the student. d. Makes reasonable efforts to honor the wishes of parents/guardians concerning information regarding the student, and in cases of divorce or separation exercises a good-faith effort to keep both parents informed with regard to critical information with the exception of a court order. C.Responsibilities to Colleagues and Professional Associates C. 1. Professional Relationships The professional school counselor: a. Establishes and maintains professional relationships with faculty, staff and administration to facilitate an optimum counseling program. b. Treat s colleagues with professional respect, courtesy, and fairness. The qualifications, views and findings of colleagues are represented to accurately reflect the image of competent professionals. c. Is aware of and utilizes related professionals, organizations, and other resources to whom the student may be referred. C. 2. Sharing Information with Other Professionals The professional school counselor: a.Promotes awareness and adherence to appropriate guidelines regarding confidentiality, the distinction between public and private information and staff consultation. b. Provides professional personnel with accurate, objective, concise, and meaningful data necessary to adequately evaluate, counsel, and assist the student. c. If a student is receiving services from another counselor or other mental health professional, the counselor, with student and/or parent/guardian consent, will inform the other professional and develop clear agreements to avoid confusion and conflict for the student. d. Is knowledgeable about release of information and parental rights in sharing information. D. Responsibilities to the School and Community D. 1. Responsibilities to the School The professional school counselor: a.Supports and protects the educational program against any infringement not in students’ best interest. b. Informs appropriate officials in accordance with school policy of conditions that may be potentially disruptive or damaging to the school’s mission, personnel and property while honoring the confidentiality between the student and counselor. c. Is knowledgeable and supportive of the school’s mission and connects his/her program to the school’s mission. d. Delineates and promotes the counselor’s role and function in meeting the needs of those served. Counselors will notify appropriate officials of conditions that may limit or curtail their effectiveness in providing programs and services. e.Accepts employment only for positions for wh ich he/she is qualified by education, training, supervised experience, state and national professional credentials and appropriate professional experience. f. Advocates that administrators hire only qualified and competent individuals for professional counseling positions. g. Assists in developing: (1) curricular and environmental conditions appropriate for the school and community, (2) educational procedures and programs to meet students’ developmental needs, and (3) a systematic evaluation process for comprehensive, developmental, standards-based school counseling programs, services, and personnel. The counselor is guided by the findings of the evaluation data in planning programs and services. D. 2. Responsibility to the Community The professional school counselor: a.Collaborates with agencies, organizations, and individuals in the community in the best interest of students and without regard to personal reward or remuneration. b. Extends his/her influence and opportunity to deliver a comprehensive school counseling program to all students by collaborating with community resources for student success. E. Responsibilities to Self E. 1. Professional Competence The professional school counselor: a. Functions within the boundaries of individual professional competence and accepts responsibility for the consequences of his/her actions. b. Monitors personal well-being and effectiveness and does not participate in any activity that may lead to inadequate professional services or harm to a student. . Strives through personal initiative to maintain professional competence including technological literacy and to keep abreast of professional information. Professional and personal growth are ongoing throughout the counselor’s career. E. 2. Diversity The professional school counselor: a. Affirms the diversity of students, staff and families. b. Expands and develops awareness of his/her own attitudes and beliefs affecting cultural values and biases and stri ves to attain cultural competence. c. Possesses knowledge and understanding about how oppression, racism, discrimination, and stereotyping affects her/him personally and professionally. d.Acquires educational, consultation, and training experiences to improve awareness, knowledge, skills, and effectiveness in working with diverse populations: ethnic/racial status, age, economic status, special needs, ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity, and appearance. F. Responsibilities to the Profession F. 1. Professionalism The professional school counselor: a. Accepts the policies and procedures for handling ethical violations as a result of maintaining membership in the American School Counselor Association. b. Conducts herself/himself in such a manner as to advance individual ethical practice and the profession. c. Conducts appropriate research and report findings in a manner consistent with acceptab le educational and psychological research practices. The counselor advocates for the protection of the individual student’s identity when using data for research or program planning. d.Adheres to ethical standards of the profession, other official policy statements, such as ASCA’s position statements, role statement, and the ASCA National Model, and relevant statutes established by federal, state, and local governments, and when these are in conflict works responsibly for change. e. Clearly distinguishes between statements and actions made as a private individual and those made as a representative of the school counseling profession. f. Does not use his/her professional position to recruit or gain clients, consultees for his/her private practice, or to seek and receive unjustified personal gains, unfair advantage, inappropriate relationships, or unearned goods or services. F. 2. Contribution to the Profession The professional school counselor: a. Actively participates in local, state, and national associations fostering the development and improvement of school counseling. b.Contributes to the development of the profession through the sharing of skills, ideas, and expertise with colleagues. c. Provides support and mentoring to novice professionals. G. Maintenance of Standards Ethical behavior among professional school counselors, association members, and nonmembers, is expected at all times. When there exists serious doubt as to the ethical behavior of colleagues or if counselors are forced to work in situations or abide by policies that do not reflect the standards as outlined in these Ethical Standards for School Counselors, the counselor is obligated to take appropriate action to rectify the condition. The following procedure may serve as a guide: 1.The counselor should consult confidentially with a professional colleague to discuss the nature of a complaint to see if the professional colleague views the situation as an ethical violation. 2. W hen feasible, the counselor should directly approach the colleague whose behavior is in question to discuss the complaint and seek resolution. 3. If resolution is not forthcoming at the personal level, the counselor shall utilize the channels established within the school, school district, the state school counseling association, and ASCA’s Ethics Committee. 4. If the matter still remains unresolved, referral for review and appropriate action should be made to the Ethics Committees in the following sequence: * state school counselor association American School Counselor Association 5. The ASCA Ethics Committee is responsible for: * educating and consulting with the membership regarding ethical standards * periodically reviewing and recommending changes in code * receiving and processing questions to clarify the application of such standards; questions must be submitted in writing to the ASCA Ethics chair.

Leni Riefenstahl Moviemaker for the Third Reich

Dates: August 22, 1902 - September 8, 2003 Occupation: film director, actress, dancer, photographer Also known as: Berta (Bertha) Helene Amalie Riefenstahl About Leni Riefenstahl Leni Riefenstahls career included work as a dancer, actress, film producer, director, and also a photographer, but the rest of Leni Riefenstahls career was shadowed by her history as a documentary maker for Germanys Third Reich in the 1930s. Often called Hitlers propagandist, she disclaimed knowledge of or any responsibility for the Holocaust, saying in 1997 to the New York Times, I did not know what was going on. I did not know anything about those things. Early Life and Career Leni Riefenstahl was born in Berlin in 1902. Her father, in the plumbing business, opposed her goal to train as a dancer, but she pursued this education anyway at Berlins Kunstakademie where she studied Russian ballet and, under Mary Wigman, modern dance. Leni Riefenstahl appeared on stage in many European cities as a dancer in the years 1923 through 1926. She was impressed with the work of film-maker Arnold Fanck, whose mountain films presented images of almost mythical struggle of humans against the strength of nature. She talked Fanck into giving her a role in one of his mountain films, playing the part of a dancer. Then she went on to star in five more of Fancks films. Producer By 1931, shed formed her own production company, Leni Riefenstahl-Produktion. In 1932 she produced, directed and starred in Das blaue Licht (The Blue Light). This film was her attempt to work within the mountain film genre, but with a woman as the central character and a more romantic presentation. Already, she showed her skill in editing and in the technical experimentation that was a hallmark of her work later in the decade. Nazi Connections Leni Riefenstahl later told the story of happening upon a Nazi party rally where Adolf Hitler was speaking. His effect on her, as she reported it, was electrifying. She contacted him, and soon he had asked her to make a film of a major Nazi rally. This film, produced in 1933 and titled Sieg des Glaubens (Victory of the Faith), was later destroyed, and in her later years Riefenstahl denied that it had much artistic value. Leni Riefenstahls next film was the one that made her reputation internationally: Triumph des Willens (Triumph of the Will). This documentary of the 1934 Nazi Party convention in Nuremburg (Nà ¼rnberg) has been termed the best propaganda film ever made. Leni Riefenstahl always denied that it was propaganda — preferring the term documentary — and she has also been called the mother of the documentary. But despite her denials that the film was anything but a work of art, evidence is strong that she was more than a passive observer with a camera. In 1935, Leni Riefenstahl wrote a book (with a ghostwriter) about the making of this film: Hinter den Kulissen des Reichsparteitag-Films, available in German. There, she asserts that she helped plan the the rally — so that in fact the rally was staged in part with the purpose in mind of making a more effective film. Critic Richard Meran Barsam says of the film that it is cinematically dazzling and ideologically vicious. Hitler becomes, in the film, a larger-than-life figure, almost a divinity, and all other humans are portrayed such that their individuality is lost — a glorification of the collective. David B. Hinton points out Leni Riefenstahls use of the telephoto lens to pick up the genuine emotions on the faces she depicts. The fanaticism evident on the faces was already there, it was not created for the film. Thus, he urges, we should not find Leni Riefenstahl the main culprit in the making of the film. The film is technically brilliant, especially in the editing, and the result is a documentary more aesthetic than literal. The film glorifies the German people — especially those who look Aryan — and practically deifies the leader, Hitler. It plays on patriotic and nationalistic emotions in its images, music, and structure. Having practically left out the German armed forces from Triumph, she tried to compensate in 1935 with another film: Tag der Freiheit: Unsere Wehrmach (Day of Freedom: Our Armed Forces). 1936 Olympics For the 1936 Olympics, Hitler and the Nazis once again called on Leni Riefenstahls skills. Giving her much latitude to try special techniques — including digging pits next to the pole vaulting event, for instance, to get a better camera angle — they expected a film that would once again show the glory of Germany. Leni Riefenstahl insisted on and got an agreement to give her much freedom in making the film; as an example of how she exercised the freedom, she was able to resist Goebbels advice to diminish the emphasis on the African American athlete, Jesse Owens. She managed to give Owens a considerable amount of screen time though his strong presence was not exactly in line with the orthodox pro-Aryan Nazi position. The resulting two-part film, Olympische Spiele (Olympia), has also won both acclaim for its technical and artistic merit, and criticism for its Nazi aesthetic. Some claim that the film was financed by the Nazis, but Leni Riefenstahl denied this connection. Other Wartime Work Leni Riefenstahl started and stopped more films during the war, but didnt complete any nor did she accept any more assignments for documentaries. She filming  Tiefland  (Lowlands), a return to the romantic mountain film  style,  before World War II ended, but she was unable to complete the editing and other post-production work. She did some planning of a film on Penthisilea, Amazon queen, but never carried the plans through. In 1944, she married Peter Jakob. They were divorced in 1946. Post War Career After the war, she was imprisoned for a time for her pro-Nazi contributions. In 1948, a German court found that she had not been actively a Nazi. That same year, the International Olympic Committee awarded Leni Riefenstahl a gold medal and diploma for Olympia. In 1952, another German court officially cleared her of any collaboration that could be considered war crimes. In 1954,  Tiefland  was completed and released to modest success. In 1968, she began living with Horst Kettner, who was more than 40 years younger than her. He was still her companion at her death in 2003. Leni Riefenstahl turned from film to photography. In 1972, the London Times had Leni Riefenstahl photograph the Munich Olympics. But it was in her work in Africa that she achieved new fame. In the Nuba people of southern Sudan, Leni Riefenstahl found opportunities to explore visually the beauty of the human body. Her book,  Die Nuba, of these  photographs  was published in 1973. Ethnographers and others criticized these photos of naked men and women, many with faces painted in abstract patterns and some depicted fighting. In these photos as in her films, people are depicted more as abstractions than as unique persons. The book has remained somewhat popular as a paean to the human  form,  though some would call it quintessential fascistic imagery. In  1976  she followed this book with another,  The People of Kan. In 1973, interviews with Leni Riefenstahl were included in a CBS television documentary about her life and work. In 1993, the English translation of her autobiography and a filmed documentary which included extensive interviews with Leni Riefenstahl both included her continuing claim that her films were never political. Criticized by some as too easy on her and by others including Riefenstahl as too critical, the documentary by Ray Muller asks the simplistic question, A feminist pioneer, or a woman of evil? Into the 21st Century Perhaps tired of the criticism of her human images as representing, still, a fascist aesthetic, Leni Riefenstahl in her 70s learned to scuba dive, and turned to photographing underwater nature scenes. These, too, were published, as was a documentary film with footage drawn from 25 years of underwater work which was shown on a French-German art channel in 2002. Leni Riefenstahl was back in the news in 2002 — not only for her 100th birthday. She was sued by Roma and Sinti (gypsy) advocates on behalf of extras who had worked on  Tiefland. They alleged that she had hired these extras knowing that they were taken from work camps to work on the film, locked up at night during filming to prevent their escape, and returned to concentration camps and likely death at the end of filming in 1941. Leni Riefenstahl first claimed that she had seen all of the extras alive after the war (Nothing happened to any of them.), but then withdrew that claim and issued another statement deploring the treatment of the gypsies by the Nazis, but disclaiming personal knowledge of or responsibility for what happened to the extras. The lawsuit charged her with Holocaust denial, a crime in Germany. Since at least 2000, Jodie Foster has been working towards producing a film about Leni Riefenstahl. Leni Riefenstahl continued to insist — to her last interview — that art and politics are separate and that what she did was in the world of art.