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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
Author(s): Foster, Stuart
Date: 2013
Author(s): Tollerton, David
Date: 2020
Date: 2012
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.
Date: 2016
Abstract: Der Fachkräfteaustausch "Commitment without Borders – Transnational Network against Antisemitism" zwischen Deutschland und der Türkei ist ein Partnerprojekt von KIgA und den Organisationen Toplum Gönüllüleri Vakfi (TOG) und Karakutu („Blackbox“) aus Istanbul. Das Projekt befasst sich mit den unterschiedlichen Erfahrungen, Herausforderungen und Chancen von historisch-politischer Bildung zum Holocaust und der kritischen Auseinandersetzung mit Antisemitismus in beiden Ländern.

Im gegenseitigen Austausch erkunden Praktiker_innen aus Wissenschaft, außerschulischer Bildung und Gedenkstättenpädagogik die Geschichte und Gegenwart von Vorurteilen, Diskriminierung und politischer Gewalt sowie der Erinnerungskulturen in den jeweiligen nationalen Kontexten. Im Rahmen gemeinsamer Studienreisen, Workshops und Fachtagungen setzen sie sich mit aktuellen Diskursen auseinander, lernen pädagogische Akteure, Ansätze und Methoden kennen und entwickeln gemeinsam Handlungsstrategien. Erste Ergebnisse aus dem gemeinschaftlichen Lern- und Arbeitsprozess werden in Form der vorliegenden Publikation zugänglich gemacht.

Im ersten Kapitel mit dem Titel "Theorie Antisemitismus und Holocaust Education – Hintergründe und Diskurse" vermitteln Projektteilnehmer_innen Einblicke in Diskurse und zeigen die unterschiedlichen gesellschaftlichen Voraussetzungen in der Türkei und in Deutschland auf.

Das zweite Kapitel mit dem Titel "Praxis Einblicke in die pädagogische Arbeit" umfasst die Darstellung einiger der Methoden, die im Laufe des Projektes durchgeführt, diskutiert und bearbeitet wurden. Der Auswahl liegt der Wunsch nach Vermittlung einer möglichst großen Diversität von pädagogische-didaktischen Zugängen wie auch inhaltlichen Bezügen des Themenfelds zugrunde.

Das dritte Kapitel mit dem Titel "Reflexionen Rückblicke auf das Projekt und Ausblicke in die Zukunft" bezieht sich auf den diskursiven und produktiven Charakter des Projekts. Es spiegelt die kritischen Reflexionen und intensiven Diskussionen zu den im Laufe des Projektes vorgestellten, angedachten und besprochenen Inhalten und gibt somit einen vertieften Einblick in die partnerschaftliche Arbeit und den intensiven Austausch.

Die Publikation schließt mit einem Serviceteil, in dem sich die Projektpartner in beiden Ländern vorstellen.
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
Author(s): Subotic, Jelena
Date: 2019
Abstract: Yellow Star, Red Star asks why Holocaust memory continues to be so deeply troubled—ignored, appropriated, and obfuscated—throughout Eastern Europe, even though it was in those lands that most of the extermination campaign occurred. As part of accession to the European Union, Jelena Subotić shows, East European states were required to adopt, participate in, and contribute to the established Western narrative of the Holocaust. This requirement created anxiety and resentment in post-communist states: Holocaust memory replaced communist terror as the dominant narrative in Eastern Europe, focusing instead on predominantly Jewish suffering in World War II. Influencing the European Union's own memory politics and legislation in the process, post-communist states have attempted to reconcile these two memories by pursuing new strategies of Holocaust remembrance. The memory, symbols, and imagery of the Holocaust have been appropriated to represent crimes of communism.

Yellow Star, Red Star presents in-depth accounts of Holocaust remembrance practices in Serbia, Croatia, and Lithuania, and extends the discussion to other East European states. The book demonstrates how countries of the region used Holocaust remembrance as a political strategy to resolve their contemporary "ontological insecurities"—insecurities about their identities, about their international status, and about their relationships with other international actors. As Subotić concludes, Holocaust memory in Eastern Europe has never been about the Holocaust or about the desire to remember the past, whether during communism or in its aftermath. Rather, it has been about managing national identities in a precarious and uncertain world.
Author(s): Katz, Dovid
Date: 2017
Abstract: The paper argues that the recent history of Holocaust Studies in Lithuania is characterized by major provision (for research, teaching and publishing) coming from state-sponsored agencies, particularly a state commission on both Nazi and Soviet crimes. Problematically, the commission is itself simultaneously active in revising the narrative per se of the Holocaust, principally according to the ‘Double Genocide’ theories of the 2008 Prague Declaration that insists on ‘equalization’ of Nazi and Soviet crimes. Lithuanian agencies have played a disproportionate role in that declaration, in attempts at legislating some of its components in the European Parliament and other EU bodies, and ‘export’ of the revisionist model to the West. Much international support for solid independent Lithuanian Holocaust researchers and NGOs was cut off as the state commission set out determinedly to dominate the field, which is perceived to have increasing political implications in East-West politics. But this history must not obscure an
impressive list of local accomplishments. A tenaciously devoted group of Holocaust survivors themselves, trained as academics or professionals in other fields, educated themselves to publish books, build a mini-museum (that has defied the revisionists) within the larger state-sponsored Jewish museum, and worked to educate both pupils and the wider public. Second, a continuing stream of non-Jewish Lithuanian scholars, educators, documentary
film makers and others have at various points valiantly defied state pressures and contributed significantly and selflessly. The wider picture is that Holocaust Studies has been built most successfully by older Holocaust survivors and younger non-Jews, in both groups often by those coming to work in it from other specialties out of a passion for justice and truth in history, while lavishly financed state initiatives have been anchored in the inertia of nationalist regional politics.
Date: 2013
Author(s): Misco, Thomas
Date: 2008
Date: 2002
Abstract: The debate about Jan Tomasz Gross’s Neighbors (2000) in which the author gave a detailed description of the collective murder of the Jewish community of Jedwabne by its ethnic Polish neighbors on July 10, 1941, has been the most important and longest-lasting in post-communist Poland. The publication of Neighbors raised important issues such as the rewriting of the history of Polish-Jewish relations during the Second World War, of modern national history, and the reevaluation of the collective self-image of Poles themselves as having been solely victims. The article places the discussion within the context of two approaches to the collective past—first, the self-critical approach that challenges the old, biased representation of Polish-Jewish relations and the Polish self-image
as victims; and second, the defensive approach that seeks to maintain the older representations of Polish-Jewish relations and the Polish self-image. A general description of the debate is presented, followed by an analysis of
its various stages and dynamics. The conduct of the investigation by the Institute of National Memory (IPN) into the Jedwabne massacre and the official commemoration on the sixtieth anniversary of the crime are two crucial events that demonstrate that important segments of the Polish political and cultural elite are capable of overcoming its dark past. At the same time, reactions of the right-wing nationalist political and cultural elites and their supporters reveal that the defensive approach continues to exert influence in public life. Only time will tell if this latter phenomenon
will become marginal.
Abstract: #AtmintisAtsakomybeAteitis
Atmintis. Atsakomybė. Ateitis. Tai yra nuoseklūs laiptai, vedantys link realių teigiamų pokyčių
visuomenėje. Demokratijos ir tolerancijos ateitis priklauso nuo atminties ir prisiimtos atsakomybės,
leidžiančių žengti toliau. Žingsnis į ateitį – apžvelgus, įvertinus ir pasirėmus geriausių iniciatyvų prieš
diskriminaciją patirtimi – toks yra šio projekto tikslas.
Nuosekliai dirbant žmogaus teisių užtikrinimo ir tolerancijos sklaidos bei švietimo srityje Lietuvos žydų
Lietuvos žydų (litvakų) bendruomenė subūrė ekspertų grupę iš Lietuvos žmogaus teisių ekspertų,
bendruomenių aktyvistų, akademinės visuomenės atstovų ir užsienio ekspertų. Ši grupė ėmėsi ambicingos
užduoties - kurti veiksmingas ir kokybiškas rekomendacijas dėl veiksmų, kovojant su antisemitizmu ir
romafobija Lietuvoje.
Inicijavusi tyrimus ir remdamasi jų rezultatais, pasitelkusi mokslinius darbus bei geruosius pavyzdžius,
analizuoti projektai ir socialines iniciatyvos, prisidėjusios prie ksenofobijos apraiškų mažinimo Lietuvos
visuomenėje. Grupė ekspertų ruošė rekomendacijas ir išvadas, apie veiksmus, kurie geriausiai pasiekia
tikslines grupes ir turi esminį poveikį, skleidžiant toleranciją, keičiant visuomenės požiūrį į žydų bei romų
tautines bendruomenes, bei integruojant pažeidžiamiausias grupes į visuomenę.
Naujosios rekomendacijos teikiamos EVZ fondui ir viešinamos Europos sąjungos lygmeniu.
Šių rekomendacijų pagrindu EVZ fondas formuos tolimesnių programų gaires, kovojant su antisemitizmo,
romafobijos ir ksenofobijos apraiškomis Europos šalyse. Jomis vadovaujantis, bus siekiama efektyviai
šalinti Lietuvos visuomenėje netoleranciją skatinančius stereotipus, mažinti atskirtį tarp etninių sluoksnių,
užkirsti kelią įvairioms neapykantos „kitokiems“ apraiškoms.
Projektą lydėjo informacinė kampanija #AtmintisAtsakomybeAteitis socialiniuose tinkluose, ruošti
straipsniai Lietuvos žiniasklaidoje, įvairūs renginiai, orientuoti į visuomenės švietimą apie tragišką žydų ir
romų patirtį Holokausto metu ir sklaidantys ksenofobinius mitus.
Sukurtos rekomendacijos pristatytos baigiamojoje tarptautinėje konferencijoje, skirtoje paminėti
tarptautinę dieną prieš fašizmą ir antisemitizmą. Konferencija bei kiti renginiai padėjo plėtoti efektyvų valdžios institucijų ir nevyriausybinio sektoriaus dialogą, pasidalinti patirtimi ir rekomendacijomis, siekiant
užtikrinti tautinių bendruomenių teisių ir laisvių įtvirtinimą bei įgyvendinimą, demokratinių procesų ir
pilietinės visuomenės Lietuvoje stiprinimą ir tolerancijos sklaidą.
Lietuvos žydų (litvakų) bendruomenė projektą vykdė kartu su partneriais:
Romų visuomenės centras
Lietuvos žmogaus teisių centras
Moterų informacijos centras
Projektą „Rekomendacijų dėl veiksmų kovojant su antisemitizmu ir romafobija Lietuvoje, paruošimas ir
viešinimas“ rėmė:
EVZ fondas (Vokietija). („Erinnerung, Verantwortung, Zukunft“ vok. – tai „Atmintis, Atsakomybė,
Ateitis“ liet). Fondas remia sistemingus ir ilgalaikius tyrimus, analizuojančius romų ir žydų diskriminavimą
bei marginalizaciją Europoje.
Date: 2015
Date: 2015
Date: 2001
Author(s): Kucia, Marek
Date: 2001
Abstract: Sixty years after KL Auschwitz had been established by the Nazis on the outskirts of Oświęcim, a town in occupied Poland, to serve primarily as a ‘concentration camp’ for the Polish political prisoners and later as the major site of the ‘final solution of the Jewish question’, and 55 years after its nightmare ended through the liberation by the Soviet Army, a national representative survey of public opinion was conducted to measure the significance, knowledge and symbolism of KL Auschwitz among Poles today.1 This was the first comprehensive nation-wide survey of public opinion about Auschwitz in Poland. It covered some of the issues addressed in earlier surveys carried out since 1995.2 The survey was a part of a larger research project that deals with the changing perception and attitudes of Poles to Auschwitz in 1990s. This project also includes archival research, content analysis of the media and school text books, and empirical quantitative and qualitative research among the Polish visitors to the State Museum Auschwitz-Birkenau in Oświęcim and the Museum’s staff. The project in general and the survey in particular have been undertaken to fill in the gap of knowledge and understanding of the Polish perceptions of and attitudes to what is a painful historical fact, a complex symbol and a matter of controversies. A research objective also was to provide cognitive background to educational activities about Auschwitz in Poland and world-wide, in particular to the activities of the State Museum Auschwitz-Birkenau as well as Polish and international school curricula designers and textbook writers.
Author(s): Echikson, William
Date: 2019
Date: 2016
Abstract: This book is the first comprehensive study of postwar antisemitism in the Netherlands. It focuses on the way stereotypes are passed on from one decade to the next, as reflected in public debates, the mass media, protests and commemorations, and everyday interactions. The Holocaust, Israel and 'the Jew' explores the ways in which old stories and phrases relating to 'the stereotypical Jew' are recycled and modified for new uses, linking the antisemitism of the early postwar years to its enduring manifestations in today's world.

The Dutch case is interesting because of the apparent contrast between the Netherlands' famous tradition of tolerance and the large numbers of Jews who were deported and murdered in the Second World War. The book sheds light on the dark side of this so-called 'Dutch paradox,' in manifestations of aversion and guilt after 1945. In this context, the abusive taunt 'They forgot to gas you' can be seen as the first radical expression of postwar antisemitism as well as an indication of how the Holocaust came to be turned against the Jews. The identification of 'the Jew' with the gas chamber spread from the streets to football stadiums, and from verbal abuse to pamphlet and protest. The slogan 'Hamas, Hamas all the Jews to the gas' indicates that Israel became a second marker of postwar antisemitism.

The chapters cover themes including soccer-related antisemitism, Jewish responses, philosemitism, antisemitism in Dutch-Moroccan and Dutch- Turkish communities, contentious acts of remembrance, the neo-Nazi tradition, and the legacy of Theo van Gogh. The book concludes with a lengthy epilogue on 'the Jew' in the politics of the radical right, the attacks in Paris in 2015, and the refugee crisis. The stereotype of 'the Jew' appears to be transferable to other minorities.

Contents:

Preface

1 Why Jews are more guilty than others : An introductory essay, 1945-2016
Evelien Gans
Part I Post-Liberation Antisemitism
2 ‘The Jew’ as Dubious Victim
Evelien Gans
3 The Meek Jew – and Beyond
Evelien Gans
4 Alte Kameraden: Right-wing Antisemitism and Holocaust Denial
Remco Ensel, Evelien Gans and Willem Wagenaar
5 Jewish Responses to Post-Liberation Antisemitism
Evelien Gans
Part II Israel and ‘the Jew’
6 Philosemitism? Ambivalences regarding Israel
Evelien Gans
7 Transnational Left-wing Protest and the ‘Powerful Zionist’
Remco Ensel
8 Israel: Source of Divergence
Evelien Gans
9 ‘The Activist Jew’ Responds to Changing Dutch Perceptions of Israel
Katie Digan
10 Turkish Anti-Zionism in the Netherlands: From Leftist to Islamist Activism
Annemarike Stremmelaar
Part III The Holocaust-ed Jew in Native Dutch Domains
since the 1980s
11 ‘The Jew’ in Football: To Kick Around or to Embrace
Evelien Gans
12 Pornographic Antisemitism, Shoah Fatigue and Freedom of Speech
Evelien Gans
13 Historikerstreit: The Stereotypical Jew in Recent Dutch Holocaust Studies
Remco Ensel and Evelien Gans
Part IV Generations. Migrant Identities and Antisemitism in the Twenty-first Century
14 ‘The Jew’ vs. ‘the Young Male Moroccan’: Stereotypical Confrontations in the City
Remco Ensel
15 Conspiracism: Islamic Redemptive Antisemitism and the Murder of Theo van Gogh
Remco Ensel
16 Reading Anne Frank: Confronting Antisemitism in Turkish Communities
Annemarike Stremmelaar
17 Holocaust Commemorations in Postcolonial Dutch Society
Remco Ensel
18 Epilogue: Instrumentalising and Blaming ‘the Jew’, 2011-2016
Evelien Gans