Abstract: The fight against antisemitism through the means of education should begin from as early an age as possible. Various informal, educational projects exist that work towards this goal, using a number of different methods. However, these projects often operate separately and on an ad hoc basis in educational institutions, hence they lack an overarching concept or idea for the students. This makes the projects less efficient, and their short and long term impact becomes more difficult to evaluate. Generally speaking, Jewish history and religion are not part of the national curriculum in secondary schools. In the rare cases when aspects of Judaism are taught, the main focus is on the Holocaust, which often has a negative and counterproductive effect. For this reason, the main objective of the New World project was to educate students on topics such as Hungary’s role in the Holocaust (which is still not fully accepted by Hungarian society), prejudices, radicalisation and Jewish identity.
With the professional leadership and support of the Tom Lantos Institute, a complex educational project was realised. Its components build on each other, following a single line of thought: it incorporates the performance of the play New World, a subsequent drama-based pedagogical session and finally, 2-3 weeks later, an informal educational class led by the Haver Foundation. Each step of the programme was evaluated using a variety of methods such as mini-interviews, participants’ reports and questionnaires. Following a short literature review, this report intends to give a summary of the concept, structure, conclusions and results of the project. The report is dedicated to participants and leaders of similar initiatives, as well as to a wider audience of individuals interested in the topic.
Abstract: Commemorating the seventy-year anniversary of the Holocaust in Hungary, this book focuses on current practices in teaching the Holocaust.
In June 2014, at a conference co-organised by the Tom Lantos Institute, a group of professors, scholars, museum directors, and activists involved in memorial projects met at Central European University (CEU) in Budapest, Hungary, to discuss the future of Holocaust Studies. This subsequent book publication considers the potential of Holocaust memorialization and memory work to serve as a catalyst for addressing discrimination today by exploring different innovative teaching practices in higher education as well as bold and creative civic and institutional initiatives.
The authors who contributed to this book project come from across Europe and North America and their work showcases new directions in Holocaust education and commemoration.
TABLE OF CONTENTS
INTRODUCTIONS
Anna-Mária Bíró
Introduction 6
John Shattuck
Introduction 7
Andrea Pető and Helga Thorson
Introduction: The Future of Holocaust Memorialization 8
PART 1
Institutional Perspectives and Challenges 11
Paul Shapiro
Facing the Facts of the Holocaust: The Challenges and the Cost of Failure 12
Karen Jungblut
The Future of Holocaust Memorialization: Institutional Perspectives
and Challenges 16
Holocaust Discourses Now 21
Cecilie Felicia Stokholm Banke
Teaching the Holocaust as Part of Local History: The Case of Denmark 22
Klas-Göran Karlsson
Holocaust History and Historical Learning 29
John C. Swanson
Returning to History: Memory and Holocaust Education 35
PART 2
Benefits and Challenges of Digital Resources 41
Helga Dorner, Edit Jeges, and Andrea Pető
New Ways of Seeing: Digital Testimonies, Reflective Inquiry,
and Video Pedagogy in a Graduate Seminar 42
Elizabeth Anthony
The Digital Transformation of the International Tracing Service Digital
Collection 46
Working against Prejudice and Hate 53
Ildikó Barna
Introducing a New Subject in a Challenging Environment among Students of
Military Sciences, Public Administration, and Law Enforcement in Hungary:
A Case Study 54
Heike Radvan
Facing Current Anti-Semitism, Racism, and Neo-Nazism: Talking about the
Holocaust in Local Initiatives in East Germany 60
Charlotte Schallié
The Case of Feincost Adam©: Confronting Antisemitism
through Creative Memory Work 65
Rethinking Pedagogical Practices
Annamaria Orla-Bukowska
Remembering Righteousness: Transnational Touchstones
in the International Classroom 72
Helga Thorson and Andrea van Noord
Stories from the Past, Creative Representations of the Future:
Inter-Cultural Exchange, the Possibility of Inter-Generational Communication,
and the Future of Holocaust Studies 80
Local Initiatives in Commemorating the Holocaust
Barbara Kintaert
Shedding Light on the Past: Digging for Information and
Grassroots Memorialization
88
Borbála Klacsmann
Memory Walk: History through Monuments 100
Gabor Kalman
Filming the Past for the Present 105
About the Authors 1
Abstract: Antisemitism has been around since the existence of Jews. Recently, it has manifested itself worldwide in a contemporary form. New antisemitism refers to the use of double standards towards the State of Israel, demonizing its acts as well as questioning the country’s raison d’être. The Boycott, Divestment, Sanctions (BDS) movement, present in many aspects of everyday life from trade to academia, is widely regarded as the most obvious type of new antisemitism. While there are several studies focusing on the emergence of new antisemitism in the Western world, there is a lack of academic research regarding its existence and forms of manifestation in Central and Eastern Europe. There are even fewer reports examining the phenomenon from a regional perspective based on a uniform set of criteria. This research fills this gap by examining the different forms of anti-Semitism in the Visegrád countries (the Czech Republic, Hungary, Poland and Slovakia), with a particular focus on new anti-Semitism. This report examines the phenomenon in country-specific case studies, considering the region’s historical, legal, and political context in its comprehensive analysis.
