Ron Milam, a Texas Tech University history professor who served in the Vietnam War and has written widely about it, has done an excellent job putting together the two-volume The Vietnam War in Popular Culture: The Influence of America’s Most Controversial War on Everyday Life (ABC-CLIO/Praeger, 772 pp., $164), a valuable collection of wide-ranging essays by more than three dozen contributors.
The first volume’s entries focus on aspects of popular culture (primarily movies, music, television shows, magazines and newspapers, and fiction and nonfiction literature) that hit the scene during the war. The second volume looks at the same areas in the years since the war ended in 1975. Nearly all the essays are from university professors; more than a few teach at Texas Tech. The noted Vietnam War historian George Herring contributes an excellent introduction.
Highlights in Volume I include Beverly Tomek’s hard-hitting essay, “‘Hanoi Jane’ and the Myth of Betrayal: The Cultural War on the Home Front,” and Roger Landes’ “Barry Sadler and ‘The Ballad of the Green Berets.'” As the author of the first biography of Barry Sadler (Ballad of the Green Beret: The Life and Wars of Staff Sgt. Barry Sadler), I am pleased to report that Landes—a music professor at Texas Tech who teaches the history of rock and roll—presents an excellent, in-depth look at Sadler’s song, which sold nine million copies and was the No. 1 single of the year in 1966. He used the best sources and his conclusions about why the song went viral twenty-five years before the birth of Internet are right on the money.
The essay that stood out for me in the second volume is Lindy Poling’s insightful (and cleverly titled) “Encouraging Students to Think Outside the ‘Box Office,'” which reports on a survey of students who took her innovative one-semester elective class, “Lessons of Vietnam.” Poling created that course and taught it from 1997-2011 at Millbrook High School in Raleigh, North Carolina.
In her essay, Poling reports on what her former students told her about their knowledge of the war before taking the class and how what they learned (from studying a wide variety of perspectives on the war, hearing from Vietnam War veterans, and visiting The Wall in Washington, D.C.) changed their perceptions of the war and those who took part in it.
Poling found that 55 percent of her students “entered the course with Hollywood film and popular media-based preconceptions” of the war and its veterans; 25 percent had learned about the war mainly from their parents or other adults; and the rest knew “very little” about the war.
After immersing themselves in learning about the war in her class, Poling found that many of them were motivated “to personally investigate and gain a better understanding of what was happening during the Vietnam era, both at home and abroad. In addition, these students come to sincerely appreciate the tremendous sacrifice of our veterans, as well as those who fought for South Vietnam.”
What’s more, she writes, most of her former students no longer rely on Hollywood movies for their understanding of the Vietnam War.
That good news led Poling to her conclusion: “Yes, they truly have learned to think outside the box office!”