Abstract: Muslim–Jewish relations have a long and complex history. However, notions that all Jews and Muslims are eternal enemies are proven wrong both historically and by today’s survey data. A comprehensive review of the available survey data from the last two decades provides a glimpse into the views of Muslims and Jews of each other in countries where both communities are a minority. It is based on surveys from Austria, Belgium, Denmark, France, Germany, Hungary, Italy, Latvia, the Netherlands, Poland, Russia, Spain, Sweden, the U.K., and the U.S., including more than 91,000 respondents, comprising almost 27,000 Muslims and, in additional surveys, more than 52,000 Jewish respondents. Many Muslims and Jews acknowledge that the other community suffers from discrimination, albeit to varying degrees. Jews often see Islam and Muslim extremists as a threat to Jews, but most Jews, more than society in general, seem to distinguish between Muslim extremists and Muslims in general. Antisemitic attitudes are significantly higher among Muslims than among the general population in all surveys, even though the majority of Muslims in most European countries and in the United States do not exhibit antisemitic attitudes. The differences in anti-Jewish attitudes between Muslims and non-Muslims do not disappear when controlling for sociodemographic factors.
Abstract: From the Foreword:
The International Holocaust Remembrance Alliance (IHRA) Education Research Project aims to provide an overview of empirical research on teaching and learning about the Holocaust (TLH) with a cross-cultural and multilingual perspective. The outcomes include transferring knowledge between various regions and countries, intensifying dialogue between scholars and educational decision makers and enhancing networking among researchers.
To fulfill these aims, in 2012 the IHRA established a Steering Committee and tasked a team of researchers with skills in a large range of languages. Early in the process, the decision was made to focus upon research which deals with deliberate efforts to educate about the Holocaust and to limit the search accordingly. This decision
meant there was a focus on both teaching and learning. The teaching focused on school settings – although there is also some explicit instruction at museums and sites of memory. Certainly, learning takes place in both school settings and museums/ sites of memory. This focus meant that some areas of scholarship are generally not
included in this collection. Firstly, non-empirical work, which is extensive and important, was beyond the scope of this research. Secondly, analyses of materials such as curricula, films, and textbooks were also beyond the scope.
The Education Research Project culminated in the publication of volume 3 of the IHRA book series Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders, edited by Monique Eckmann, Doyle Stevick and Jolanta Ambrosewicz-Jacobs. The book is available in hard copy for purchase and as a free PDF download.
The second outcome is this set of eight bibliographies. These eight bibliographies comprise references to empirical research on teaching and learning about the Holocaust. They also include abstracts or summaries of most of publications. Each bibliography includes research from a single language or related group of languages
(both geographically related or linguistically related). The research team identified almost 400 studies resulting in roughly 640 publications in fifteen languages that are grouped in the following eight language sets:
German, Polish, French, the languages of the Nordic countries, Romance languages other than French (specifically Spanish, Portuguese and Italian), East-Slavic languages (Belarussian, Russian and Ukrainian), English and Hebrew.
The bibliographies presented here contain titles in the original language and translations in English, as well as abstracts in English that were either written by the original authors, written by the research team or its contributors (or translated into English by the team). This set of bibliographies provides a unique tool for researchers
and educators, allowing them to gain insight into educational research dealing with teaching and learning about the Holocaust, not only in their own language, but also in languages they are not familiar with. We hope that this publication and these abstracts will provide a tool that facilitates research across language borders and contributes to further exchange, discussion and cooperation between researchers and educators as well as the creation of international and cross-language networks.
Abstract: This absorbing book of interviews takes one to the heart of modern German Jewish history. Of the eleven German Jews interviewed, four are from West Berlin, and seven are from East Berlin. The interviews provide an exceptionally varied and intimate portrait of Jewish experience in twentieth-century Germany. There are first-hand accounts of the Weimar Republic, the Nazi era, the Holocaust, and the divided Germany of the Cold War era. There are also vivid descriptions of the new united Germany, with its alarming resurgence of xenophobia and anti-Semitism. Some of the men and women interviewed affirm their dual German and Jewish identities with vigor. There is the West Berliner, for instance, who proclaims, "I am a German Jew. I want to live here." Others describe the impossibility of being both German and Jewish: "I don't have anything in common with the whole German people." Many confess to profound ambivalence, such as the East Berliner who feels that he is neither a native nor a foreigner in Germany: "If someone asks me, 'Who are you?' then I can only say, 'I am a fish out of water.'" Uncertain, angry, resolute, anguished-the diverse testimonies of these people provide startling evidence that "the history of German Jews is not over
