Abstract: This book addresses the issues of memory (a more suitable word would be Marianne Hirsh’s term of postmemory) of the Holocaust among young Poles, the attitudes towards Jews and the Holocaust in the comparative context of educational developments in other countries. The term “Jews” is, as rightly noted Joanna Tokarska-Bakir (2010) a decontextualized term used here in the meaning of Antoni Sułek (2010) as a collective “symbolic” entity. The focus was on education (transmitting values), attitudinal changes and actions undertaken to preserve (or counteract) the memory of Jews and their culture in contemporary Poland. The study to which the book primarly refers was conducted in 2008 and was a second study on a national representative sample of Polish adolescents after the first one undertaken in 1998. The data may seem remote from the current political situation of stepping back from the tendency to increase education about the Holocaust which dominated after 1989 and especially between 2000 and 2005, nonetheless they present trends and outcomes of specific educational interventions which are universal and may set examples for various geopolitical contexts.
The focus of this research was not primarily on the politics of remembrance, which often takes a national approach, although state initiatives are also brought to the attention of the reader, but rather on grassroots action, often initiated by local civil society organizations (NGOs) or individual teachers and/or students. This study has attempted to discover the place that Jews have (or do not have) in the culture of memory in Poland, where there lived the largest Jewish community in pre-war Europe, more than 90% of which was murdered during the Holocaust. The challenge was to show the diversity of phenomena aimed at integrating Jewish history and culture into national culture, including areas of extracurricular education, often against mainstream educational policy, bearing in mind that the Jews currently living in Poland are also, in many cases, active partners in various public initiatives. It is rare to find in-depth empirical research investigating the ensemble of areas of memory construction and the attitudes of youth as an ensemble, including the evaluation of actions (programmes of non-governmental organisations and school projects) in the field of education, particularly with reference to the long-term effects of educational programmes. The assumption prior to this project was that the asking of questions appearing during this research would stimulate further studies.
The book is divided into three parts: Memory, Attitudes and Actions. All three parts of the book, although aimed at analysing an ongoing process of reconstructing and deconstructing memory of the Holocaust in post-2000 Poland, including the dynamics of the attitudes of Polish youth toward Jews, the Shoah and memory of the Shoah, are grounded in different theories and were inspired by various concepts. The assumption prior to the study was that this complex process of attitudinal change cannot be interpreted and explained within the framework on one single academic discipline or one theory. Education and the cultural studies definitely played a significant role in exploring initiatives undertaken to research, study and commemorate the Holocaust and the remnants of the rich Jewish culture in Poland, but the sociology, anthropology and psychology also played a part in helping to see this process from various angles.
Abstract: Despite the increasingly diverse societal landscape in Greece for more than three decades within a context of migration, understandings of its fragile histories are still limited in shaping a sense of belonging that is open to ‘otherness’. While Greek communities have utilised history as a pathway to maintain identity, other parallel histories and understandings do not resonate with ‘Greekness’ for most, such as the case of Greek Jewry. Critical historical perspectives can benefit from tracing ‘re-membering’ as a feminist practice in the reassessment of societal values of inclusivity. Histories of violence and injustice can also include elements of ‘difficult histories’ and must be embraced to seek acknowledgement of these in promoting social change and cultural analysis for public humanities informing curation and curricula. Between eduscapes, art heritage spaces, an entry into contested and conflictual histories can expand a sense of belonging and the way we imagine our own connected histories with communities, place and nation. Greek Jews do not constitute a strong part of historical memory for Greeks in their past and present; in contrast to what is perceived as ‘official’ history, theirs is quite marginal. As a result, contemporary Greeks, from everyday life to academia, do not have a holistic understanding in relation to the identities of Jews in Greece, their culture or the Holocaust. Given the emergence of a new wave of artistic activism in recent years in response to the ever-increasing dominance of authoritarian neoliberalism, along with activist practices in the art field as undercurrents of resistance, in this intervention I bring together bodies of works to create a dialogic reflection with historical, artistic and feminist sources. In turn, the discussion then explores the spatiotemporal contestations of the historical geographies of Holocaust monuments in Greece. While interrogating historical amnesia, I endeavour to provide a space to engage with ‘difficult histories’ in their aesthetic context as a heritage of healing and social justice.
Abstract: Teaching about the Holocaust is a deeply sensitive and controversial topic in the Republic of Latvia. Due to a Soviet-imposed silence on the topic and the developing nature of democratic education in Latvia, many schools cover this history superficially, if it is covered at all. This study examines a cross-cultural curriculum development project that sought to break the historical silence surrounding the Holocaust in Latvia and provide Latvian teachers with an inviting, defensible, and efficacious curriculum that is both sensitive to societal reluctance to discuss the Holocaust and responsive to the needs of students living in a pluralistic democracy. This ethnographic and descriptive case study draws on multiple interviews with curriculum writers and project personnel, as well as field notes from the 18 month project, and examines how writers arrived at the curricular purposes, aims, goals, and content that would open this closed area. Significant findings include new understandings of the challenges and promises of cross-cultural curriculum deliberation, as well as an analysis of the choices involved in creating a new Holocaust curriculum. These findings suggest numerous implications and considerations for other former Soviet republics and more established democracies grappling with how to develop curricula through just processes while producing materials that foster democratic citizenship.
Topics: Holocaust, Holocaust Commemoration, Holocaust Education, Holocaust Memorials, Holocaust Survivors, Holocaust Survivors: Children of, Holocaust Survivors: Grandchildren of, Memory, Main Topic: Holocaust and Memorial, Jewish Museums, Jewish Heritage, Museums
Abstract: Amsterdam’s National Holocaust Museum is due to open in March 2024. It is the first and only museum to tell the story of the attempt by the Nazis to eradicate Jews from the Netherlands, a history of segregation, persecution, and murder. Yet the story is also one of rescue, survival, and solidarity. One of the museum’s main goals is to engage visitors by involving them in a learning experience, in particular, to encourage young people to study and to develop the skills they need to be able to understand the past, to see how this impacts the present, and to recognize and challenge discrimination and antisemitism today. This article begins by sketching the presentation in the new museum and examines how the museum’s educational facilities (presentation and programs) encourage audiences to think about what they can do to combat discrimination in general, and antisemitism in particular.
Abstract: French students in the third and final year from the Humanities and Social Sciences license degree course traveled to Ukraine and Belorussia between 2017 and 2020, in order to carry out surveys of eyewitnesses to the so-called “Holocaust by Bullets.” The subject-matter stands out in the French scholarly scene, as the Holocaust usually attracts little attention at this level of studies. Students registered in the course hail from license degrees in History, Social Sciences or Geography, and have chosen to attend the course labeled “European Historical Heritage and Citizens’ Thoughts” as a complement to a more classical curriculum, and as a way of enhancing their own university curriculum. The research professors involved have also volunteered to participate as authors of the aforementioned multidisciplinary program, with the aim to raise awareness to research practices on the Holocaust. University professors and teams from the Yahad-in-Unum NGO take turns leading the two-hour weekly sessions. The professors help establish theoretical focus and provide methodological tools, develop lines of investigation on various areas of interest (e.g., mode of operation used in the shootings, collaboration and rescue operations, and neighbors of the crime scene), as well as the context (anti-Semitism, racism, local geopolitics, regional history, culture and society, etc.), while Yahad-in-Unum participants describe actual cases based on records, maps and filmed testimonies. They had the task to provide documents from Soviet and Nazi archives translated from Russian, or from German, and act as translators during fieldwork. Students are encouraged to participate as often as possible and have to prepare analytical reports and presentations following each session, while adopting the position of a researcher.
Abstract: Depuis 2012, l’histoire de la mémoire du génocide des Juifs est étudiée en terminale (série L, ES) dans le cadre du chapitre portant sur « L’historien et les mémoires de la Seconde Guerre mondiale ». Si les enseignants sont sollicités chaque année à l’occasion de journées commémoratives pour transmettre à leurs élèves la mémoire de la Shoah, porteuse d’un enjeu civique, l’introduction dans les programmes de ce sujet d’histoire relève d’une ambition pédagogique qui doit nécessairement s’articuler à la recherche scientifique. Dans cette perspective, cet article fait le point sur les récentes avancées historiographiques concernant l’histoire de la mémoire du génocide des Juifs en France qui permettent d’affiner un découpage chronologique que plusieurs manuels scolaires présentent de façon caricaturale. Il convient ainsi de remplacer le schéma narratif classique polarisé autour de « oubli/mémoire/temps du devoir de mémoire » par une périodisation qui prend en compte les traces -éparses mais significatives- de la mémoire du génocide dans la société française dès les années 1950, ce qui relativise fortement la thèse de son oubli. Les années 1970 et surtout 1980 sont marquées par des mises en récit publiques du génocide qui le situent dans un horizon commun de plus en plus partagé en le référant à des enjeux contemporains (lutte contre le négationnisme et l’antisémitisme, lutte contre l’extrême droite, reconnaissance et réparations dues aux victimes, reconnaissance officielle de la participation active de Vichy, exercice de la justice pour les crimes contre l’humanité). La prise en compte de cette mémoire dans les années 1990 par un État qui reconnait sa responsabilité historique dans le crime génocidaire entraîne de nombreuses actions publiques qui se déclinent sous différentes formes (commémorations, mémoriaux, voyages scolaires). L’Ecole est alors mobilisée comme un acteur privilégié de la transmission de cette mémoire qui est investie d’enjeux éducatifs fondés sur la promotion des valeurs des droits de l’homme et du vivre ensemble.
Abstract: While Holocaust education has been mandatory in Romanian schools for over a decade, educators do not necessarily teach about it. Distortion and obfuscation of Romanian Holocaust crimes during the communist and transition periods means that teachers, like the majority of Romanians, know little about their country’s perpetration of genocides. From 1941 to 1944, the Romanian regime transported part of its Jewish and Romani populations to death camps in Transnistria, where over 200,000 Jews and over 10,000 Roma were killed. Under communism, blame for genocides was placed solely on Nazi Germany, thereby absolving Romanian perpetrators. Post-communism, the official narrative has slowly come under scrutiny, allowing for a restructuring of World War II history to incorporate the deportations and deaths of the country’s Jews and Roma. Ignorance about the Holocaust and prejudice about the minorities affected are at the root of non-compliance in teaching. This is especially the case for the Roma, who are the largest minority in Romania and face continued marginalization and discrimination. In this paper, I focus on cognitive barriers that many history and civics teachers have regarding teaching about the victimization of the Roma minority. These barriers are intrinsically tied to acceptance of new narratives of the Holocaust and reconfigurations of ethnic identities in post-socialist Romania where pressures from the European Union and the USA, among others, have pushed for critical examination of past atrocities in order to strengthen democratic processes.
Abstract: W polskim dyskursie publicznym zauważalna jest ciągłość form antysemickich. Według najnowszych badań, z postaw antysemickich się nie wyrasta, a co gorsza, doszło do rewitalizacji mitu o współodpowiedzialności Żydów za śmierć Jezusa Chrystusa. My, jako członkowie i członkinie Żydowskiego Stowarzyszenia Czulent, zaniepokojeni tym faktem, podjęliśmy się zadania zweryfikowania, dlaczego antysemityzmem zainfekowane są coraz młodsze osoby.
W tym celu postanowiliśmy przeanalizować podręczniki edukacji nieformalnej i podręczniki szkolne, dopuszczone do użytku szkolnego przez Ministerstwo Edukacji Narodowej i sprawdzić, czy i jak w podręcznikach przedstawiane są informacje o szeroko rozumianej kulturze, tradycji i historii Żydów w Polsce. Interesowała nas jakość i rzetelność tych informacji.
Dzięki pomocy m.in. Centrum Badań Holokaustu Uniwersytetu Jagiellońskiego, zrekrutowaliśmy/zrekrutowałyśmy studentki ostatniego roku judaistyki oraz doktorantki Centrum Badań Holocaustu, które przeanalizowały podręczniki.
Na podstawie zebranych materiałów, Alina Cała, Bożena Keff i Anna Lipowska-Teutsch przygotowały artykuły analizujące zastane treści. Interesowało nas to, jaki wpływ treść zawarta w podręczniku ma na młodego odbiorcę i młodą odbiorczynię, uwzględniając tutaj aspekt kulturowy, socjologiczny, historyczny
i psychologiczny. Każdy artykuł wykorzystuje zebrane cytaty z podręczników do języka polskiego, historii, historii i społeczeństwa, wychowania do życia w rodzinie i wiedzy o społeczeństwie. Chcąc ułatwić czytelnikowi/czytelniczce weryfikację cytatów, za każdym razem podawaliśmy w przypisach pełny adres bibliograficzny podręcznika.
Naszym celem było również stworzenie publikacji edukacyjnej, która ma służyć jako narzędzie dla osób zajmujących się edukacją formalną i nieformalną oraz przeciwdziałaniem antysemityzmowi. Dlatego też zostały opracowane artykuły poruszające kwestię antysemityzmu w przestrzeni publicznej (Anna Zawadzka), zjawiska antysemityzmu w Polsce (Anna Makówka-Kwapisiewicz) oraz aspekty psychologiczne i prawne mowy nienawiści (Beata Zadumińska i Szymon Filek).
Spis treści:
Wstęp
Zjawisko antysemityzmu w Polsce na podstawie badań
Analiza podręczników szkolnych i scenariuszy zajęć
Kultura i społeczeństwo w podręcznikach szkolnych z przedmiotów humanistycznych
Kulturoznawcza analiza zawartości podręczników szkolnych związanych z treściami dotyczącymi Żydów (i pokrewnymi)
Pochwała myślenia krytycznego
„Kultywujemy polskość”. Antysemityzm w przestrzeni publicznej
Mowa nienawiści. Sprawcy. Ofiary. Świadkowie
Mowa nienawiści. Aspekty prawne
Biogramy autorów i autorek
. Informacja o projekcie
Informacja o Żydowskim Stowarzyszeniu Czulent
Publikacja powstała w ramach projektu „Antysemityzm nie jest poglądem” zrealizowanego w ramach programu Obywatele dla Demokracji, finansowanego z Funduszy EOG, a także ze środków The Kronhill Pletka Foundation, International Council of Jewish Women, Network of East-West Women oraz dzięki dotacji Kennetha Slatera, Allena Haberberga, Shaloma Levy i Michaela Traisona.
Abstract: While Holocaust memory underscores the significance of freedom, the actual enactment of freedom varies across different countries, posing a vital question for educating about the Holocaust. How do educators navigate this dissonance? Do they serve as conduits for government perspectives, or do they exercise their teacher autonomy? As part of a comparative study examining shifts in Holocaust memory in Europe from 2020 to 2022, my colleagues and I conducted in-depth interviews with 75 Holocaust educators from Poland, Hungary, Germany, and England, inviting them to share their life stories and professional experiences. This article delves into a recurring theme found within these educators’ narratives: the appreciation of freedom and choice.
To interpret the significance of this theme, I integrate educational theories on ‘difficult history’ and teacher autonomy with theories of psychological reactance and the freedom quotient (FQ). I draw on Isaiah Berlin's concepts of negative and positive liberty to bridge the personal and societal dimensions. The resulting model provides a framework for the study's findings. As expected, teachers from Poland and Hungary felt their negative liberty was constrained, while those from Germany and England reported a greater degree of autonomy. More surprisingly, limited negative liberty led many interviewees from Poland and Hungary to find powerful ways to express their inner freedom. These included resistance to authority, activism within and beyond the classroom, and the application of diverse and creative pedagogical approaches in EaH. The interviews also pointed to a connection between higher levels of negative liberty in Germany and England, and a plurality of content and goals in EaH within these countries. In light of these findings, I offer policy and educational recommendations.
Abstract: The Educating Against Prejudice report by social psychologists at the University of Kent presents data on nearly 3,000 school pupils – before starting the Anne Frank Trust programme, after completing it, and again a year later.
83.8% of the young people progress in their knowledge of prejudice, and this increased knowledge drives a significant improvement in their social attitudes.
· 87.6% become more positive towards people from at least one of 12 social groups – Black, Christian, disabled, female, Gypsy Roma Traveller, Jewish, LGBTQ, male, Muslim, old, refugee and white.
· The greatest progress is towards Jewish people, with 59.8% of the young people becoming more positive. Among Muslim young people, the proportion making pro-Jewish progress is even higher – at 65.7%.
· 58% of young people retain their improved attitudes 12 to 18 months later. The long-term progress in attitudes towards Jews is 55% higher in locations where reports of antisemitism are above average.
Abstract: Holocaust memory in Europe is shifting and diversifying, often in conflicting ways. This report is the culmination of a comparative and multidisciplinary study aimed at exploring these contemporary shifts in Holocaust memory in five European countries that played very different roles during the Holocaust, and whose post-WWII histories differed too: Poland, Hungary, Germany, England and Spain.
The study took place from 2019-2022 and offers a snapshot of Holocaust memory at the start of the 21st century. In addition to the rise of far-right political parties, antisemitic incidents and crises around immigration and refugees, this period was also overshadowed by the Covid pandemic and its ensuing economic instability. Our central guiding question was: How do experiences of the present relate to the memory of the Holocaust? Do they supersede it, leading to the gradual fading from memory of the mass-murder that shook the twentieth century? Do they reshape it, shedding new light on its lessons? Is the meaning assigned to present-day events shaped by its metaphors and symbols, or perhaps the present and the past engage in multidirectional dialogue over diverse memory platforms?
To explore this question and other questions about the extent to which Holocaust memory is present in European public discourses, the circumstances in which it surfaces, and the differences in its expressions in the countries we examined, we focused on three complementary domains that serve as memory sites: the public-political, Holocaust education and social media.
We used a between/within analysis matrix of the countries and the domains, to understand how Holocaust memory is expressed in these countries. We found that while the memory of the Holocaust remains alive, in some places
it is struggling for relevance. A common memory practice that surfaced across domains was “relationing the Holocaust,” a variant of multidirectional memory. We also found that a distinguishing aspect of Holocaust memory relates to the political left-right identification of subgroups within countries. There were also interactions
between domains and countries, for example, in the countries we explored in Western Europe, teachers’ attitudes about the Holocaust corresponded to those of their political establishment, but this was not the case in Central and Eastern Europe.
This report is intended for Holocaust and memory scholars, educators, commemorators, policymakers, journalists and anyone interested in deciphering the complex intersections of past and present. The report culminates with a series of recommendations for various policymakers, NGOs, educational organizations and social media moderators.
Abstract: Visitor Experience at Holocaust Memorials and Museums is the first volume to offer comprehensive insights into visitor reactions to a wide range of museum exhibitions, memorials, and memory sites.
Drawing exclusively upon empirical research, chapters within the book offer critical insights about visitor experience at museums and memory sites in the United States, Poland, Austria, Germany, France, the UK, Norway, Hungary, Australia, and Israel. The contributions to the volume explore visitor experience in all its complexity and argue that visitors are more than just "learners". Approaching visitor experience as a multidimensional phenomenon, the book positions visitor experience within a diverse national, ethnic, cultural, social, and generational context. It also considers the impact of museums’ curatorial and design choices, visitor motivations and expectations, and the crucial role emotions play in shaping understanding of historical events and subjects. By approaching visitors as active interpreters of memory spaces and museum exhibitions, Popescu and the contributing authors provide a much-needed insight into the different ways in which members of the public act as "agents of memory", endowing this history with personal and collective meaning and relevance.
Visitor Experience at Holocaust Memorials and Museums offers significant insights into audience motivation, expectation, and behaviour. It is essential reading for academics, postgraduate students and practitioners with an interest in museums and heritage, visitor studies, Holocaust and genocide studies, and tourism.
Table of Contents
Introduction: Visitors at Holocaust Museums and Memory sites
Diana I. Popescu
Part I: Visitor Experience in Museum Spaces
Mobile Memory; or What Visitors Saw at the United States Holocaust Memorial Museum
Michael Bernard-Donals
Visitor Emotions, Experientiality, Holocaust, and Human Rights: TripAdvisor Responses to the Topography of Terror (Berlin) and the Kazerne Dossin (Mechelen)
Stephan Jaeger
"Really made you feel for the Jews who went through this terrible time in History" Holocaust Audience Re-mediation and Re-narrativization at the Florida Holocaust Museum
Chaim Noy
Understanding Visitors’ Bodily Engagement with Holocaust Museum Architecture: A Comparative Empirical Research at three European Museums
Xenia Tsiftsi
Attention Please: The Tour Guide is Here to Speak Out. The Role of the Israeli Tour Guide at Holocaust Sites in Israel
Yael Shtauber, Yaniv Poria, and Zehavit Gross
The Impact of Emotions, Empathy, and Memory in Holocaust exhibitions: A Study of the National Holocaust Centre & Museum in Nottinghamshire, and the Jewish Museum in London
Sofia Katharaki
The Affective Entanglements of the Visitor Experience at Holocaust Sites and Museums
Adele Nye and Jennifer Clark
Part II: Digital Engagement Inside and Outside the Museum and Memory Site
"…It no longer is the same place": Exploring Realities in the Memorial Falstad Centre with the ‘Falstad Digital Reconstruction and V/AR Guide’
Anette Homlong Storeide
"Ways of seeing". Visitor response to Holocaust Photographs at ‘The Eye as Witness: Recording the Holocaust’ Exhibition
Diana I. Popescu and Maiken Umbach
Dachau from a Distance: The Liberation during The COVID-19 Pandemic
Kate Marrison
Curating the Past: Digital Media and Visitor Experiences at the Memorial to the Murdered Jews of Europe
Christoph Bareither
Diversity, Digital Programming, and the Small Holocaust Education Centre: Examining Paths and Obstacles to Visitor Experience
Laura Beth Cohen and Cary Lane
Part III: Visitors at Former Camp Sites
The Unanticipated Visitor: A Case Study of Response and Poetry at Sites of Holocaust Memory
Anna Veprinska
"Did you have a good trip?" Young people’s Reflections on Visiting the Auschwitz-Birkenau State Museum and the Town of Oświęcim
Alasdair Richardson
Rewind, Relisten, Rethink: The Value of Audience Reception for Grasping Art’s Efficacy
Tanja Schult
"The value of being there" -Visitor Experiences at German Holocaust Memorial Sites
Doreen Pastor
"Everyone Talks About the Wind": Temporality, Climate, and the More-than Representational Landscapes of the Mémorial du Camp de Rivesaltes
Ian Cantoni
Guiding or Obscuring? Visitor Engagement with Treblinka’s Audio Guide and Its Sonic Infrastructure
Kathryn Agnes Huether
Abstract: Continuity and Change: Ten Years of Teaching and Learning about the Holocaust in England’s secondary schools, published in 2023, explores the development of Holocaust education in the decade following the Centre’s landmark 2009 study Teaching about the Holocaust in English Secondary Schools: An empirical study of national trends, perspectives and practice
The Continuity and Change study examines teachers’ aims, definitions, content, pedagogy, assessment, knowledge, understanding, curriculum planning, challenges encountered and training experiences in 2019/20 and explores how this compares with the situation in 2009. Like its counterpart in 2009, the Continuity and Change study took a mixed methods approach. In total, 1,077 teachers from across England completed a comprehensive survey with 964 of them reporting they had taught about the Holocaust during the previous three years. Interviews were conducted with a subsample of survey respondents to discuss their teaching practice in greater depth. In total, 134 teachers from 45 schools across England took part in either small group or individual interviews.
Topics: Antisemitism, Main Topic: Antisemitism, Law, Policy, European Union, Antisemitism: Education against, Holocaust Commemoration, Holocaust Education, Hate crime, Jewish Heritage, Jewish Culture
Topics: Antisemitism, Main Topic: Antisemitism, Law, Policy, European Union, Antisemitism: Education against, Holocaust Commemoration, Holocaust Education, Hate crime, Jewish Heritage, Jewish Culture
Abstract: The NOA Hungarian Report Card showcases the current national policy landscape in 10 areas: culture, education, hate crime, hate speech, Holocaust remembrance, intercultural dialogue, media, religious freedom, security, and sport.
This research demonstrates that there is still much that the Hungarian government can and should do to combat antisemitism despite the goodwill expressed and measures already put in place. Also, it is important to keep in mind that the policy gaps highlighted in this report are not merely challenges but opportunities for the Hungarian government to manifest its commitment to eradicating antisemitism. This is especially important in the areas of education and intercultural dialogue, which arguably have the largest impact on prejudice, particularly regarding the younger generations.
Abstract: At the turn of the millennium, Middle Eastern and Muslim Germans had rather unexpectedly become central to the country's Holocaust memory culture—not as welcome participants, but as targets for re-education and reform. Since then, Turkish- and Arab-Germans have been considered as the prime obstacles to German national reconciliation with its Nazi past, a status shared to a lesser degree by Germans from the formerly socialist East Germany. It is for this reason that the German government, German NGOs, and Muslim minority groups have begun to design Holocaust education and anti-Semitism prevention programs specifically tailored for Muslim immigrants and refugees, so that they, too, can learn the lessons of the Holocaust and embrace Germany's most important postwar democratic political values.
Based on ethnographic research conducted over a decade, Subcontractors of Guilt explores when, how, and why Muslim Germans have moved to the center of Holocaust memory discussions. Esra Özyürek argues that German society "subcontracts" guilt of the Holocaust to new minority immigrant arrivals, with the false promise of this process leading to inclusion into the German social contract and equality with other members of postwar German society. By focusing on the recently formed but already sizable sector of Muslim-only anti-Semitism and Holocaust education programs, this book explores the paradoxes of postwar German national identity.
