Abstract: In a gesture of reconciliation, Spain and Portugal in 2015 passed bills inviting the descendants of Sephardic Jews – expelled 500 years earlier – to acquire citizenship. Applicants are to ascertain their Sephardic heritage through family trees, evidence of belonging to a religious community, language skills and/or retained links with the homeland. This article explores applicants’ motivations to request citizenship and the ways in which legal provisions, religious associations, and the migration industry become gatekeepers of and (re)shape what it means to be Sephardic. Based on interviews with applicants and other actors involved, the article discusses how states, religious associations, applicants themselves and businesses facilitate and define the process towards citizenship. It also points to how the repatriation laws have spurred identification with – but also alienation from – Spain and Portugal, by making it possible to gain an attractive EU passport, while encouraging the revisiting of a painful past.
Abstract: The 2015 law granting Spanish nationality to the descendants of Jews expelled in 1492 is the latest example of a widespread phenomenon in contemporary Spain, the "re-discovery" of its Jewish heritage.
In The Memory Work of Jewish Spain, Daniela Flesler and Adrián Pérez Melgosa examine the implications of reclaiming this memory through the analysis of a comprehensive range of emerging cultural practices, political initiatives and institutions in the context of the long history of Spain's ambivalence towards its Jewish past.
Through oral interviews, analyses of museums, newly reconfigured "Jewish quarters," excavated Jewish sites, popular festivals, tourist brochures, literature and art, The Memory Work of Jewish Spain explores what happens when these initiatives are implemented at the local level in cities and towns throughout Spain, and how they affect Spain's present
Abstract: The 2015 Spanish and Portuguese nationality laws for descendants of Sephardi Jews are unusual in their motivation to redress wrongs committed more than half a millennium ago. Both have enabled descendants of those Sephardi Jews expelled from the Iberian Peninsula in 1492, or forced to convert to Christianity, to claim citizenship status through naturalization. The laws have elicited ancestral and contemporary stories that speak to the personal and social meanings applicants give to these citizenships. Through extensive oral histories with fifty-five applicants across four continents, we examine our narrators’ views on the laws’ deep roots in a genealogical concept of belonging, based on familial and biological heritage and the persistent criterion of the bloodline. We argue that the responses of Sephardi applicants complicate traditional notions of genealogical inclusion, unveiling instead a multiplicity of meanings attached to identity, belonging, and contemporary citizenship. While Spain and Portugal’s offer of what we call “restorative citizenship” requires the demonstration of biological and genealogical certainties, we argue that those seeking Spanish or Portuguese nationality complicate, expand, and sometimes subvert state constructions of citizenship as well as transform their own identities and belonging. More than recuperating a lost Spanish or Portuguese identity, many Sephardi descendants are discovering or deepening their ties to ancestral history and culture. Sephardi genealogy is also being mobilized in a contemporary global and European context in which citizenship and belonging are no longer defined exclusively by nation state territoriality, but rather through claims to new hybrid, multiple, and flexible identities.
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 detailed and thorough report is rapidly becoming the ‘must-read’ study on European Jews, taking the reader on an extraordinary journey through one thousand years of European Jewish history before arriving at the most comprehensive analysis of European Jewish demography today.
Written by leading Jewish demographers Professor Sergio DellaPergola and Dr Daniel Staetsky, the Chair and Director of JPR’s European Jewish Demography Unit respectively, it explores how the European Jewish population has ebbed and flowed over time. It begins as far back as the twelfth century, travelling through many years of population stability, until the tremendous growth of the nineteenth and early twentieth centuries, followed by the dramatic decline prompted by a combination of mass migration and the horrors of the Shoah. Extraordinarily, after all this time, the proportion of world Jewry living in Europe today is almost identical to the proportion living in Europe 900 years ago.
Using multiple definitions of Jewishness and a vast array of sources to determine the size of the contemporary population, the study proceeds to measure it in multiple ways, looking at the major blocs of the European Union and the European countries of the Former Soviet Union, as well as providing country-by-country analyses, ranging from major centres such as France, the UK, Germany and Hungary, to tiny territories such as Gibraltar, Monaco and even the Holy See.
The report also contains the most up-to-date analysis we have on the key mechanisms of demographic change in Europe, touching variously on patterns of migration in and out of Europe, fertility, intermarriage, conversion and age compositions. While the report itself is a fascinating and important read, the underlying data are essential tools for the JPR team to utilise as it supports Jewish organisations across the continent to plan for the future.
Abstract: La Ley 12/2015 en materia de concesión de la nacionalidad Española a los sefardies originarios de España enacted on June 11, 2015, received Royal Assent on June 24 and came into force and effect on October 1, 2015 (the “law “, “ legislation” “legislative scheme”).
The objects of this paper are twofold; first, to set out the key provisions of the legislation read in tandem with the Instructions issued on September 29, 2015(“Instructions”) by the General Directorate of the Registries and Notaries (“DGRN”) and, second, to identify and analyze the significant issues raised by a fair number of these provisions and by the legislation as a whole.
Clearly, the legislation does not stand on its own provisions as these are not exhaustive of all the matters affecting the acquisition of nationality. In some instances, in order to obtain a better understanding of the legislative scheme, some of its provisions need to be read and interpreted in conjunction with those of other legislation. Due to the constraints of space, this paper focuses primarily on the provisions of the legislation that stand on their own, save where the rationale for one particular provision are meant to be read together with some of the Spanish Constitution
Abstract: Cet ouvrage dirigé par Jacques et Ygal Fijalkow découle du colloque qui s'est tenu en 2011 à Lacaune sur le thème des voyages de mémoire de la Shoah (colloque soutenu par la Fondation pour la Mémoire de la Shoah). Enseignants, personnels des musées mémoriaux, témoins de la Shoah, acteurs institutionnels, experts et universitaires y livrent leurs regards et leurs analyses sur les voyages d'étude sur la Shoah.
Enseigner la Shoah n’est pas chose facile. Tous les enseignants le savent. Dans le souci de développer des formes nouvelles d’enseignement, certains ont trouvé une solution : sortir de la classe et aller avec leurs élèves sur des lieux de mémoire. Cette façon de faire, dans un contexte de développement des voyages en général, est en plein développement.Du côté des pouvoirs publics, la formule a plu et les soutiens arrivent de sorte que le nombre de voyages augmente d’année en année. Le succès aidant, un débat est né : qu’apportent véritablement ces voyages de mémoire aux élèves qui y participent ?
C’est sur cette toile de fond que cet ouvrage a été rédigé. On y trouvera des éclairages sur ce qu’apportent les institutions spécialisées dans ce domaine. On pourra y voir également comment les choses se passent, aussi bien lors de la préparation que sur les lieux de mémoire eux-mêmes. Et ceci en France mais aussi chez nos voisins anglais, belges, espagnols, italiens, suisses, ainsi qu’en Israël. Le cas d’Auschwitz est privilégié, mais d’autres lieux sont également examinés.
Abstract: This paper aims at providing a new systemic contribution to research about perceptions of antisemitism/Judeophobia by contemporary Jews in 12 European Union countries. The perspective – the viewpoint of the offended side – has been less prominent relatively in research literature on antisemitism. The data analysis demonstrates the potential power of Similarity Structure Analysis (SSA) as a better theoretical and empirical tool to describe and conceptualize the contents of chosen research issues. After a brief review of some methodological problems in the study of antisemitism, this paper will re-elaborate data first published in the report of the 2018 FRA study Experiences and Perceptions of Antisemitism – Second survey on Discrimination and Hate Crimes against Jews in the EU (FRA 2018a). Topics include the perceived importance of antisemitism as a societal issue, the contents of anti-Jewish prejudice and discrimination, channels of transmission, perpetrators of offenses, regional differences within Europe, and the role of antisemitism perceptions as a component of Jewish identification. Special attention is paid to the distinction between cognitive and experiential perceptions of antisemitism, and to the typology of practical, populist, political, and narrative antisemitism.
Abstract: Antisemitism can be expressed in the form of verbal and physical attacks, threats, harassment, discrimination and unequal treatment, property damage and graffiti or other forms of speech or text, including on the internet. Antisemitic incidents and hate crime violate fundamental rights, especially the right to human dignity, the right to equality of treatment and the freedom of thought, conscience and religion.
The present report provides an overview of data on antisemitism as recorded by international organisations and by official and unofficial sources in the 28 European Union (EU) Member States, based on their own definitions and categorisations. ‘Official data’ are understood here as those collected by law enforcement agencies, other authorities that are part of criminal justice systems and relevant state ministries at the national level. ‘Unofficial data’ refers to data collected by civil society organisations.
This is the 15th edition of FRA’s report on the situation of data collection on antisemitism in the EU (including reports published by FRA’s predecessor, the European Monitoring Centre on Racism and Xenophobia).
Abstract: A partir de las experiencias de enseñanza a grupos de aprendientes extranjeros de la escritura aljamiada del judeoespañol, se propone una revisión de los siguientes temas: 1) La pertinencia de la enseñanza de variedades lingüísticas (/dialectales) del español a extranjeros, especialmente cuando estas variedades son reducidas o prácticamente arcaicas, como en el caso del judeoespañol. 2) La relevancia de los aspectos culturales en la motivación para el aprendizaje de español. 3) La metodología de enseñanza-aprendizaje de la escritura, desde nuestros conocimientos de aprendizaje lectoescritor infantil.
Los resultados de la experiencia docente, y el análisis evaluativo de los procesos, sugiere los siguientes resultados: 1) La enseñanza del judeoespañol y variedades lingüísticas del español puede poseer interés, incluso hoy, si bien a destinatarios reducidos y con competencias lingüísticas elevadas, como complemento al aprendizaje general de la lengua. 2) Estos destinatarios se encuentran motivados hacia el aprendizaje de esta variedad del español, principalmente dentro de un racimo de intereses en los que los contenidos culturales y lingüísticos se encuentran fuertemente imbricados. 3) Los avances en enseñanza-aprendizaje de la lectoescritura en los niveles educativos de Infantil y Primaria proporcionan herrmientas metodológicas aptas para su aplicación en la enseñanza de la lectura y escritura a adultos
Abstract: Los instrumentos y técnicas docentes, tanto en estudios primarios y secundarios como en el ámbito universitario, se adaptan a los nuevos métodos desarrollados por la ciencia de la didáctica para un mejor entendimiento y asimilación. Este hecho encuen-tra también formas en las nuevas tecnologías (TIC) que sirven como refuerzo para el aprendizaje. Sin embargo, herramientas clásicas tales como el uso del teatro aún siguen teniendo resultados destacables. El objetivo de estas páginas es el de ofrecer el modo en que se articula el género dramático en la adquisición de elementos lingüísticos, culturales e histórico-sociales y su practicidad en los estudiantes de grado en la Uni-versidad de Granada a través de dos ejemplos prácticos, el teatro en lengua hebrea y en judeoespañol o sefardí. 1. El género teatral en el contexto pedagógico: técnicas y aprendizaje de idiomas La enseñanza de técnicas teatrales no está programada en las guías docentes ni for-ma parte de ellas como una materia optativa, en nuestro caso, en el grado de Lenguas Modernas y sus Literaturas de la Universidad de Granada. Esta tarea, aunque requiere importante consideración y queda en manos de los responsables del taller, docentes que actúan como los directores del mismo. Las claves que se aplican en esta actividad, destinada a alumnos de idioma y cultura, tienen que ver con las formas de comuni-cación y la construcción de un conocimiento intercultural. El espacio teatral genera un lugar en el cual el alumno/actor puede discutir su personalidad y confrontarla con
Abstract: This report presents the main findings of FRA’s second survey on Jewish people’s experiences and perceptions of hate crime, discrimination and antisemitism. It analyses data from the responses of 16,395 selfidentified Jewish people (aged 16 or over) in 12 EU Member States – Austria, Belgium, Denmark, France, Germany, Hungary, Italy, the Netherlands, Poland, Spain, Sweden and the United Kingdom. These Member States are home to over 96 % of the EU’s estimated Jewish population. In addition to the 12 EU Member States mentioned above, FRA also carried out the survey in Latvia. Due to the low response level to the online dissemination campaign in Latvia, changes in recruitment methodology and data collection were applied. While the survey was able to reach more respondents in this way, the changes in the respondent recruitment and data collection methods limit the scope for comparisons between Latvia and the other survey countries.
Topics: Antisemitism, Fundraising and Philanthropy, Israel Attachment, Jewish Continuity, Religious Denominations, Security, Surveys, Jewish Leadership, Jewish Organisations, Main Topic: Identity and Community, Jewish Identity
Abstract: The Fourth Survey of European Jewish Community Leaders and Professionals, 2018 presents the results of an online survey offered in 10 languages and administered to 893 respondents in 29 countries. Conducted every three years using the same format, the survey seeks to identify trends and their evolution in time.
The survey asked Jewish lay leaders and community professionals questions regarding future community priorities, identifying the main threats to Jewish life, views on the safety and security situation in their cities, including emergency preparedness, and opinions on an array of internal community issues. Examples include conversions, membership criteria policies on intermarriage, and their vision of Europe and Israel.
The respondents were comprised of presidents and chairpersons of nationwide “umbrella organizations” or Federations; presidents and executive directors of private Jewish foundations, charities, and other privately funded initiatives; presidents and main representatives of Jewish communities that are organized at a city level; executive directors and programme coordinators, as well as current and former board members of Jewish organizations; among others.
The JDC International Centre for Community Development established the survey as a means to identify the priorities, sensibilities and concerns of Europe’s top Jewish leaders and professionals working in Jewish institutions, taking into account the changes that European Jewry has gone through since 1989, and the current political challenges and uncertainties in the continent. In a landscape with few mechanisms that can truly gauge these phenomena, the European Jewish Community Leaders Survey is an essential tool for analysis and applied research in the field of community development.
The Survey team was directed by Dr. Barry Kosmin (Trinity College), who has conducted several large national social surveys and opinion polls in Europe, Africa and the U.S., including the CJF 1990 US National Jewish Population Survey.
Abstract: Since the early 1990s, and coinciding with the celebratory events of the fifth centenary, new cultural initiatives related to the legacies of Spain’s Jewish inhabitants have been added to the marketing of the country as a tourist destination. This article analyses how these initiatives foreground convivencia [coexistence] as a uniquely Spanish cultural tradition and shape it into a marketable ideological product, by focusing on the town of Hervás, in the province of Cáceres, Extremadura, as a prime example of the complexities inherent in these tourism initiatives. Over the last twelve years Hervás has organized a celebration of its Jewish identity in ‘Los conversos’ [‘The converts’], a three-day festival in which the town’s inhabitants dress up as ‘Jews’ and stage a collective performance of a theatre play related to its Jewish past. Through careful analysis of the gradual changes that have been incorporated into the festival and the play over the years, the article studies the entanglement of desires and anxieties and the multiple contradictions that arise as this town foregrounds its Jewish past to negotiate unresolved issues of transnational, national, regional and local identity. The article combines an analysis of textual sources, especially the literary works on which Hervás has relied to construct the image of itself promoted in the festival, and materials gathered from fieldwork there (promotional materials, video footage and photographs of the celebrations, interviews with organizers and participants, etc.). It also relies on the research undertaken by local historian Marciano de Hervás, and current theorizations of patrimonialization and heritagization (Urry 1995; Kirshenblatt-Gimblett 1998) and the ‘reinvention’ of Jewish culture in Europe (Gruber 2002) in the field of tourism studies.
Abstract: Antisemitism can be expressed in the form of verbal and physical attacks, threats, harassment, property damage and graffiti or other forms of speech or text, including on the internet. Antisemitic incidents and hate crime violate fundamental rights, including the right to human dignity, the right to equality of treatment and the freedom of thought, conscience and religion.
This annual overview compiles the available evidence on antisemitic incidents collected by governmental and non-governmental sources, covering the period 1 January 2006– 31 December 2016, where data are available. In addition, it includes a section that presents evidence from international organisations. No official data on reported antisemitic incidents in 2016 were available for 11 Member States by the time this report was compiled in September 2017.
‘Official data’ are understood here as those collected by law enforcement agencies, other authorities that are part of criminal justice systems and relevant state ministries at the national level. ‘Unofficial data’ refers to data collected by civil society organisations.
