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Editor(s): Pearce, Andy
Date: 2018
Abstract: Remembering the Holocaust in Educational Settings brings together a group of international experts to investigate the relationship between Holocaust remembrance and different types of educational activity through consideration of how education has become charged with preserving and perpetuating Holocaust memory and an examination of the challenges and opportunities this presents. The book is divided into two key parts. The first part considers the issues of and approaches to the remembrance of the Holocaust within an educational setting, with essays covering topics such as historical culture, genocide education, familial narratives, the survivor generation, and memory spaces in the United States, United Kingdom, and Germany. In the second part, contributors explore a wide range of case studies within which education and Holocaust remembrance interact, including young people’s understanding of the Holocaust in Germany, Polish identity narratives, Shoah remembrance and education in Israel, the Holocaust and Genocide Centre of Education and Memory in South Africa, and teaching at Deakin University, Melbourne, Australia. Table of Contents Series editors’ foreword Preface Acknowledgements Introduction Education, remembrance, and the Holocaust: towards pedagogic memory-work Andy Pearce Part I: Issues, approaches, spaces 1. Lessons at the limits: on learning Holocaust history in historical culture Klas-Göran Karlsson 2. The anatomy of a relationship: the Holocaust, genocide, and education in Britain Andy Pearce 3. Väterliteratur: remembering, writing, and reconciling the familial past Carson Phillips 4. Memories of survivors in Holocaust education Wolf Kaiser 5. Figures of memory at the United States Holocaust Memorial Museum Michael Bernard-Donals 6. Imperial War Museums: reflecting and shaping Holocaust memory Rachel Donnelly 7. Beyond learning facts: teaching commemoration as an educational task in German memorials sites for the victims of National Socialist crimes Martin Schellenberg Part II: National perspectives, contexts, and case studies 8. Hitler as a figure of ignorance in young people's incidental accounts of the Holocaust in Germany Peter Carrier 9. Who was the victim and who was the saviour? The Holocaust in Polish identity narratives Mikołaj Winiewski, Marta Beneda, Jolanta Ambrosewicz-Jacobs, and Marta Witkowska 10. Conveying the message of Holocaust survivors: Shoah remembrance and education in Israel Richelle Budd Caplan and Shulamit Imber 11. Holocaust education in the US: a pre-history, 1939–1960 Thomas D. Fallace 12. The Presence of the past: creating a new Holocaust and Genocide Centre of Education and Memory in post-Apartheid South Africa Tali Nates 13. Educational bridges to the intangible: an Australian perspective to teaching and learning about the Holocaust Tony Joel, Donna-Lee Frieze, and Mathew Turner 14. Myths, misconceptions, and mis-memory: Holocaust education in England Stuart Foster
Date: 2-14
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.
Editor(s): Kucia, Marek
Date: 2011
Date: 2020
Abstract: Growing up Jewish in Poland presents the findings of a study about the developmental trajectories of 17 children and adolescents from 14 families living in Poland who attended the Lauder-JDC International Jewish Youth Camp Szarvas (Hungary) for the first time at the time of the study (2015-2018). Resorting to a longitudinal analysis, the present study aims to examine what happens, over a period of three years, to a group of Jewish boys and girls that have experienced a Jewish summer camp for the first time in summer 2015. The study focused on the role that the summer camp itself plays in shaping a proactive Jewish life but also analyzed more globally other aspects that influence Jewish participation. What are the main factors that affect Jewish participation both on the kid’s and on the parents’ perspective? What are the possible “Jewish” trajectories of 13-to-16-year-old teenagers in Central Eastern Europe? Do they keep connected with Jewish life? If yes, how? What’s their scale of values? What are their priorities, their hopes, and their perceived future as they make their way from teenagehood to young adults?

The main methodological feature of this study lies in it being a qualitative, longitudinal, observational cohort study. In contrast to most studies that explore development retrospectively, this study involved interviewing first-time Szarvas campers and their families over a longer period, with up to three consecutive interviews per family over a period of three years. To our knowledge, this research experience is unique in Jewish Europe.
Author(s): Potel, Jean-Yves
Date: 2009
Date: 2020
Date: 2019
Abstract: Aim. This paper analyses the inherent paradoxes of Jewish-Polish relations. It portrays the main beliefs that construct the contradicting narratives of the Holocaust, trying to weigh which of them is closer to the historic truth. It seeks for an answer to the question whether the Polish people were brothers-in-fate, victimized like the Jews by the Nazis, or if they were rather a hostile ethnic group.

Concept. First, the notion of Poland as a haven for Jews throughout history is conveyed. This historical review shows that the Polish people as a nation have always been most tolerant towards the Jews and that anti-Semitism has existed only on the margins of society. Next, the opposite account is brought, relying on literature that shows that one thousand years of Jewish residence in Poland were also a thousand years of constant friction, with continuous hatred towards the Jews. Consequently, different accounts of World War II are presented – one shows how the Polish people were the victims, and the others deal with Poles as by-standers and as perpetrators.

Results and conclusion. Inconsistency remains the strongest consistency of the relations between Jews and Poles. With the unresolved puzzle of whether the Polish people were victims, bystanders or perpetrators, this paper concludes with some comments on Israeli domestic political and educational attitudes towards Poland, that eventually influence collective concepts.

Cognitive value. The fact that the issue of the Israeli-Polish relationship has not been deeply inquired, seems to attest to the reluctance of both sides to deal with what seems to form an open wound. At the same time, the revival of Jewish culture in Poland shows that, today more than ever, the Polish people are reaching out to Israelis, and are willing to deal with history at an unprecedented level. As Israelis who wish to promote universal values, a significant encounter with the Polish people may constitute a door to acceptance and understanding of others. Such acceptance can only stem from mutual discourse and physical proximity between the two peoples.
Date: 2006
Abstract: Que font les petits-enfants de l’histoire et des valeurs de leurs grands-parents quand ceux-ci ont connu l’immigration et traversé des épreuves majeures ? Comment tracent-ils leur propre chemin entre la fidélité au passé de leur famille, les tâches du présent, la préoccupation de transmettre à leurs enfants leurs références identitaires ? Comment se passent d’une génération à l’autre les traumatismes et les valeurs ? Quel regard les descendants des immigrés portent-ils sur leur histoire familiale ? Comment assument-ils la difficile responsabilité d’en témoigner ? Comment construisent-ils leur identité et leur place dans la société ? Les auteurs présentent et analysent vingt-cinq entretiens qu'ils ont menés avec des petits-enfants de Juifs venus de Pologne, qui ont connu l'exil, la difficile intégration en France, la guerre et la Shoah, les bouleversements historiques du XXe siècle. Deux entretiens réalisés en Pologne les complètent. A travers des récits de vie intense, les auteurs proposent une réflexion originale sur ces questions dont l'actualité récente en Europe a montré l'importance des enjeux individuels, sociaux, politiques. Ils éclairent aussi des aspects méconnus du judaïsme. A une époque où les migrations tendent à devenir un phénomène généralisé, où les guerres et les génocides se multiplient, les auteurs souhaitent contribuer à une réflexion sur le devenir des immigrés et de ceux qui ont été confrontés à un traumatisme historique majeur, et sur l'aide qu'ils pourraient recevoir.
Date: 2019
Abstract: La disparition de la quasi-totalité des Juifs de Pologne pendant la Seconde Guerre mondiale est due à leur assassinat systématique par les Allemands. Mais que sait-on des comportements de la population polonaise ? La paix revenue, que sont devenus les derniers survivants ? Que nous dit aujourd’hui l’irruption de ce passé dans la société polonaise ? Comment vivre avec la mémoire d’Auschwitz, de Treblinka, de Belzec, autant de mémoriaux situés en Pologne ?
Depuis une quinzaine d’années, des historiens de ce pays ont montré combien il était difficile aux Juifs qui tentaient d’échapper aux tueurs de trouver appui auprès des populations locales, surtout en milieu rural, tant en raison de la politique de terreur menée par l’occupant que de l’hostilité de la société polonaise à l’égard des Juifs. Leurs travaux font désormais autorité dans le monde entier. Pourtant, depuis quelques années, les autorités de Varsovie mettent en œuvre une « politique historique » qui vise à minorer, voire à nier, la participation de franges importantes de la population polonaise à la traque des Juifs.

Sur place, malgré les embûches et les intimidations, les historiens travaillent, publient, organisent des colloques, forment des étudiants. Les auteurs réunis dans cet ouvrage témoignent de la vitalité de cette historiographie. Faire connaître aujourd’hui la fécondité scientifique et la portée critique de la nouvelle école historique polonaise est une exigence intellectuelle, morale et politique.