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Date: 2014
Author(s): Rüthers, Monica
Date: 2014
Abstract: Jews and Gypsies are marginal men in the cultural topographies of Europe. During the past 25 years, both minorities underwent a process of festivalization. Jewish Culture Festivals and Klezmer music as well as Gypsy Music Festivals and Balkan Beats became highly popular. Jewish and Gypsy spaces were established and serve as tourist borderzones for the encounters of "Europeans" with their exoticized Other. A new European folklore emerges, successfully blending kitsch and terror, remembrance and the romanticized nomadism of post-modern lifestyles. Two case studies of the Jewish Culture Festival in Kazimierz and the Gypsy pilgrimage to Saintes-Maries-de-la-Mer reveal telling asymmetries. After 1989, the imaginary Jews were located in the former Jewish districts of Central European cities such as Cracow, Prague and Budapest or Czernowitz. The Holocaust became the foundation of a common European culture of remembrance, a new European tradition. Gypsies are revered as musicians, yet reviled as people. The very same regions of Jewish encoded "Central Europe" shifted eastward on the mental maps as soon as the Roma were concerned. Europeans are in fear of a Roma "invasion" from the East. The European ambivalence towards its Others is symptomatic of a community striving to imagine itself. In this process, to have or have not a common European history plays a pivotal role. The imaginary Jews seem to embody a common multicultural "European" past, whilst the Roma "come from India". They are represented as belly-dancing Orientals and used for drawing boundaries excluding non-Europeans.
Author(s): Salamensky, S. I.
Date: 2014
Abstract: A “Jew-themed” restaurant provides its patrons with broad-brimmed black hats with foot-long sidecurls to wear, and the menu has no prices; patrons must bargain, or “Jew,” the staff down. A play billed as a tribute to a lost Jewish community ends in a gag: Death throws back his shroud to reveal an open-brain-pate wig, à la the horror flick Nightmare on Elm Street. In a “traditional Jewish wedding dance,” “Jewish wealth” is represented by a local luxury: vacuum-packed juice boxes. In parts of the world where Jews, once populous, have nearly vanished because of oppression, forced exile, and genocide, non-Jews now strive to re-enact what has been lost. In this essay, I will consider three general cases of what I term “Jewface” minstrelsy and

“Jewfaçade” display, in Krakow, Poland; the village of Hervás in western Spain; and Birobidzhan, capital city of Russia’s far-eastern Jewish Autonomous Region, which is known as Birobidzhan as well. Jewface-resembling the “blackface” prevalent in the United States in the nineteenth and twentieth centuries-is the practice of music, dance, theatre, and/or extra-theatrical types of performance, primarily by non-Jews, intended to convey notions of historical Jewish life and culture. Jewfaçade involves architectural and decorative constructions, again mainly by nonJews, meant to evoke ideas of the Jew in similar ways. Ruth Ellen Gruber, the team of Daniela Flesler and Adrian Pérez Melgosa, and other journalists and scholars have documented what Michael Brenner has called “Jewish culture without Jews” in Poland and Spain, as well as elsewhere in Europe (Brenner 1997: 152). However, no comparative study has been made, and no scholar has approached this topic with regard to Birobidzhan. I will provide brief overviews of Jewface and Jewfaçade activities in Krakow, Hervás, and Birobidzhan. I will then demonstrate the ways in which the notions of the figure of the Jew and of local Jewish history are performed, or acted out in these three comparative geographical contexts. These cases, as, in conclusion, I will argue, represent three very different approaches to public memory and memorialization with regard to the Jew, and perhaps in regard to troubled historical legacies more generally.
Date: 2014
Author(s): Critchell, Kara
Date: 2014
Abstract: Moving away from traditional encounters with Holocaust education in academic research this study explores the role of Holocaust education in the construction and mediation of British historical consciousness of the Holocaust. Following contextual explorations of the role of two of the most dominant symbols to have emerged within the field of Holocaust education since the establishment of the National Curriculum, the Holocaust survivor and Auschwitz-Birkenau, this study closely analyses the way in which each of these Holocaust icons has been represented and utilised within educational programmes promoted by the Holocaust Educational Trust. It is shown that the educational representations of these symbols contribute to the domestication of Holocaust consciousness within a British narrative, reinforcing positive interpretations of British national identity and the benefits of liberal democracy whilst, simultaneously, distancing the crimes committed during the Holocaust from the British public through representing these acts as the very antithesis of what is deemed to be British. Through such analysis it is demonstrated that Holocaust education, as it exists in Britain today, reflects the British context in which it has evolved whilst illustrating how it has also fundamentally been shaped by this same context. Whilst considering the ways in which these representations both reflect and shape understandings of the Holocaust this study also illustrates that the Holocaust as it exists in popular consciousness, and educational programmes, is being increasingly unmoored from its historical context as the iconic symbols associated with it are becoming gradually dehistoricised as a means of providing relevant “lessons” for contemporary society. As Holocaust educators reach a crossroads in their field and prepare to decide the future shape British Holocaust education will assume this research constitutes a timely contribution to existing knowledge and understanding of how the Holocaust is encountered within the educational sphere and within British society and culture.
Author(s): Schlör, Joachim
Date: 2014
Author(s): Ullrich, Peter
Date: 2014
Abstract: Insbesondere für die deutsche Linke hat der Nahost- und Antisemitismusstreit eine immense Bedeutung und Sprengkraft. Er ist Dauerthema in linken Zeitschriften und Veranstaltungen sowie beliebter Gegenstand der Agitation konservativer Medien gegen die Linke. Gelegentliche Eskalationen zu verschiedenen Anlässen sorgen dafür, dass die Problematik ganz oben auf der politischen Agenda bleibt. Dabei verläuft die Auseinandersetzung auch innerhalb der Linken selten solidarisch. Starke Identifikationen sowie extreme und zudem häufig antagonistische Positionierungen und Blickwinkel kennzeichnen die Debatte. Regelmäßig kommt es auch zu sehr persönlichen und verletzenden Vorwürfen und Angriffen; sogar vor physischer Gewalt wird nicht haltgemacht. Und im Gewand dieser Debatte wird immer wieder auch verhandelt, was eigentlich (noch) links ist.

Ziel dieser kommentierten Bibliografie zur Thematik Linke, Nahostkonflikt und Antisemitismus ist es, zu einer Versachlichung der Diskussion beizutragen. Sie will den einseitigen Positionen, schablonenhaften Schuldzuschreibungen und ritualisierten Phrasen komplexere Perspektiven entgegensetzen, Zugang zu Hintergrundwissen und «Fakten» sowie zu den Bedingungen ermöglichen, die diese erst zu solchen machen, und somit Anregungen zur (selbst-)kritischen Reflexion geben. Die Broschüre soll zudem einen leichten Einstieg in die inzwischen doch recht umfassende Literatur zum Thema bieten. Denn insbesondere in der Zeit nach 1990 ist eine Vielzahl von relevanten Studien und ernsthaften Debattenbeiträgen erschienen, die eine gute Grundlage bieten für die fundierte und kritische Auseinandersetzung mit spezifischen Traditionen, ideologischen Erbschaften, Prägungen und grundlegenden Ambivalenzen linker Politik in Hinblick auf den Nahostkonflikt. Im Folgenden werden die wichtigsten dieser Beiträge in Form von kurzen Inhaltsangaben und Kommentierungen vorgestellt. Als Sammlung von Basistexten ist diese Broschüre vor allem für die Nutzung in der politischen Bildungsarbeit gedacht. Doch auch Studierende, Wissenschaftler/innen und alle anderen Interessierten werden sich mit ihrer Hilfe schnell einen Überblick zum aktuellen Stand der Forschung verschaffen können.

In die Darstellung wurden vor allem Bücher aufgenommen, die Grundlegendes zum Verständnis linker Kontroversen zum Thema in einer bestimmten Epoche leisten (zum Beispiel zur Zionismus- Debatte in der Arbeiter/innenbewegung des 19. Jahrhunderts) oder die wesentliche Begriffe beziehungsweise theoretische Perspektiven in die Diskussion eingeführt haben (beispielsweise «antiimperialistischer Antizionismus»). Neben recht bekannten, weitverbreiteten und häufig zitierten Publikationen sind auch solche berücksichtigt, die hierzulande bisher weniger rezipiert wurden – sei es, weil sie nicht in deutscher Sprache veröffentlicht wurden oder weil die Texte aus anderen Gründen nicht leicht zugänglich sind. Soweit Zitate vom Englischen ins Deutsche übertragen wurden, stammen die Übersetzungen vom Autor. Nicht alle besprochenen Bücher werden im gleichen Umfang behandelt. Dahinter steht durchaus die Absicht, eine Gewichtung vorzunehmen und unnötige Wiederholungen zu vermeiden. Stattdessen wird die jeweilige Bedeutung der Texte für die Gesamtdebatte herausgestellt. Wo immer es möglich ist, werden die Leser/ innen bei Monografien auch auf kürzere Texte der entsprechenden Autor/ innen (die für Seminare und Lesekreise geeignet sind) oder Online-Ressourcen hingewiesen. Die in fünf Abschnitte unterteilte Darstellung beschränkt sich im Wesentlichen auf wissenschaftliche Beiträge
Date: 2014
Abstract: The article investigates what research tells us about the dynamics of educational practice in both formal and informal education about the Holocaust. It poses questions such as whether it is possible to identify good practices on a political and/or educational level, whether there are links between education about the Holocaust and human rights education, and how education about the Holocaust relates to attitudes toward Jews. Examples of both international studies (such as those by the Fundamental Rights Agency of the EU and the American Jewish Committee) and some national surveys on education about the Holocaust are discussed, followed by an analysis of empirical studies from Poland based on focus group interviews and individual interviews with educators. The choice of case study was based on the historical fact that occupied Poland was the site of the murder of almost 5 million Jews, including 3 million Polish Jews.

In many cases a strong association with a Polish sense of victimhood based on the memory of the terror and the murder of almost 2 million ethnic Poles during WWII creates conflicting approaches and generates obstacles to providing education about Jewish victims. Nevertheless, following the fall of communism, the number of educational initiatives designed to teach and learn about the Shoah is steadily increasing. The article presents tips for successful programmes of education about the Holocaust which can be generalised for any type of quality education, but are primarily significant for education about tolerance and education aimed at reducing prejudice, counteracting negative stereotypes and preventing discrimination.
Author(s): Blacker, Uilleam
Date: 2014