Abstract: Approximately one-third of the six million Jewish victims of the Holocaust were murdered in what Father Patrick Desbois has called the ‘Holocaust by bullets’ – mass shootings that largely took place across Eastern Europe in thousands of forests, villages, streets, and homes. In many instances, German perpetrators and their local collaborators eliminated entire communities in a matter of days or even hours.
And yet these Killing Sites remain relatively unknown, both in regional histories and in the larger remembrance of the Holocaust. With the passing of both survivors and witnesses, efforts are underway by a range of actors who are determined to locate and preserve these sites and to name their unidentified victims.
Recognizing the importance and urgency of this work, the International Holocaust Remembrance Alliance (IHRA) launched a Multi-Year Work Plan project on Killing Sites in 2011 to raise public awareness, offer support and expertise to diverse initiatives in this field, encourage further research, and pursue commemoration for educational purposes. As the first milestone of this plan, IHRA experts convened a major international conference on Killing Sites in Krakow on January 22–23, 2014.
As this volume reveals, the ambitious program brought together an impressive mix of organizations, scholars, and experts who examined a range of subjects, including the state of current research; promising pilot projects; complex national and religious legal issues; developments in forensic archaeology; and regional efforts to integrate Killing Sites into educational curricula, among others. Just as important, however, the Krakow conference highlighted the challenges that remain and the vital importance of the work that must still be done.
This publication includes nineteen articles based on the papers presented at the conference, reflecting both research and fieldwork. The participants in this book share with each other and with the reader the various challenges that they have faced, as well as their successes or lack thereof in overcoming obstacles. They tell of challenges of identifying mass Killing Sites; tracing the story of each site; legal, Halakhic (Jewish law), cultural, and political issues; efforts to involve local people and authorities as well as national authorities in the preservation and commemoration of these sites; conflicting memories that could lead to distorted commemoration, as discussed for example by Father Jacek Waligóra; or a desire to forget the events and the mass killings in some cases.
Abstract: Neighbors — Jan Gross’s stunning account of the brutal mass murder of the Jews of Jedwabne by their Polish neighbors — was met with international critical acclaim and was a finalist for the National Book Award in the United States. It has also been, from the moment of its publication, the occasion of intense controversy and painful reckoning. This book captures some of the most important voices in the ensuing debate, including those of residents of Jedwabne itself as well as those of journalists, intellectuals, politicians, Catholic clergy, and historians both within and well beyond Poland’s borders.
Antony Polonsky and Joanna Michlic introduce the debate, focusing particularly on how Neighbors rubbed against difficult old and new issues of Polish social memory and national identity. The editors then present a variety of Polish voices grappling with the role of the massacre and of Polish-Jewish relations in Polish history. They include samples of the various strategies used by Polish intellectuals and political elites as they have attempted to deal with their country’s dark past, to overcome the legacy of the Holocaust, and to respond to Gross’s book.
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: At the time of writing, two major landmarks have occurred in what might be called the history of the ‘afterlife of Holocaust memory’ in Britain.1 Most recently, the beginning of a new academic year in schools and colleges in England and Wales brought the occasion of the 20th anniversary of the National Curriculum — an event of immense significance in relation to Holocaust education in the United Kingdom. Whereas previously the presence of the Holocaust in educational curricula varied considerably, the incorporation of the genocide into the statutory content for the first National Curriculum for History in 1991 ensured that school history would become a core conduit in the expansion of knowledge and awareness among a new generation of young people. Beyond the chalkface, the other noteworthy anniversary of 2011 took place on 27 January when Britain held its tenth annual Holocaust Memorial Day (HMD). A day which ‘provides an opportunity for everyone to learn the lessons from the Holocaust, Nazi persecution and subsequent genocides and apply them to the present day to create a safer, better future’, HMD speaks to and of a process of heightened insti-tutionalisation which began in earnest at the turn of the millennium and has continued unabated since.2 HMD thus provides an illuminating window onto the preconceptions, priorities and politics which currently envelop and influence the shape of memorialisation in Britain, but it also does much more than this: as one of the first such days to be created in Western Europe following the Stockholm Declaration of 2000, Britain’s HMD also gestures to a gamut of issues related to memorialisation in general and Holocaust memory in the contemporary world in particular. Amongst others, these include the practices and procedures of collective remembrance, the forces behind a ‘turning’ to memory in the postmodern epoch, and the rationale for (and consequences of) the emergence of the Holocaust as a global phenomena in the past quarter of a century.
Abstract: Relatively little comment has been passed on the role of the Holocaust at the Imperial War Museum (IWM). There is a critical discourse about the role of the exhibition in the museum of course, and Rebecca Jinks’s and Antoine Capet’s essays contribute admirably to that discourse, yet the specific question of the relationship between thinking about the Holocaust and thinking about Empire and imperial genocide has seldom been asked. Yet as Jinks’s essay makes clear, Britain has an imperial past and as such it is not possible for the Holocaust exhibition to just avoid that context. It would be very difficult anywhere in Britain, but in the IWM, the official repository of the nation’s war memories, it is impossible. What is more, the IWM specifically tasks itself, in its Crimes Against Humanity exhibition, to engage with genocide in a wider context and as such to place the Holocaust in that context. And the British Empire was a site of genocide. One might expect then to find that the IWM grapples with the problem of genocide in the British Empire (in Australia, in Ireland, in India for example). It does not. As such, I want to use this commentary to think more about the relationship between the galloping British memory of the Holocaust that Capet identifies, and Britain’s memory of genocide in its Empire that Jinks highlights, using the IWM as a case study.
Abstract: n the last decade or so, research has begun to address the ways in which global discourses of memory, within which the Holocaust is paradigmatic, often ‘borrow’ Holocaust iconography and tropes of memorial-isation to discuss or commemorate other tragedies.1 This utilisation of Holocaust memory is indicative of the position that the Holocaust now generally holds throughout the Western world, and yet it also raises questions about how we represent, and respond to, the other tragedies of the twentieth century. In this vein, this chapter explores the interactions between the memory of the Holocaust and other contemporary mass atrocities in Britain, using as case studies the Imperial War Museum’s (IWM) Holocaust exhibition, which opened in 2000, and its Crimes Against Humanity exhibition, which first opened in 2002 and then moved to a different part of the building in 2009. While on the face of it, the sheer difference in size and visitor numbers between the two exhibitions could easily function as a metaphor for the disparity between the status of Holocaust memory, and the memory of ‘other genocides’ in Britain and the West, my object is to explore the symbiotic and perhaps even dependent relationship between the two exhibitions, and by extension the wider categories of ‘Holocaust’ and ‘genocide’.
Abstract: It can be supposed that most people interested in twentieth-century history are familiar with the Imperial War Museum (IWM) and that most will have visited its permanent Holocaust exhibition since this was formally opened in June 2000. What Suzanne Bardgett, the curator who runs the exhibition, calls its ‘artifacts’ cover 1,200 square metres but before 2009 it showed only one piece of ‘art’ indirectly derived from the discovery and liberation of Bergen-Belsen concentration camp by the British Army in April 1945: Edgar Ainsworth’s drawing Wem Berger, Aged 13, after a Year in Ravensbriick (near Bélsen), April 1945 It is not always realised that the IWM has, in fact, many more drawings and paintings connected with what is now known as Holocaust Art. The museum now publishes a history of the ‘hangings’ from which each of these works has benefited and this indicates that, while there were many hangings immediately after the war, there was then a long period of ‘purgatory’ from which these works are only now re-emerging. In a revealing article of 2004, Bardgett suggested that it was the whole issue of representing the Holocaust in the Museum which was taboo until the 1980s.2 Inevitably, the paintings and drawings suffered from this reticence, which largely explains their neglect as an iconographie source for Holocaust studies in Britain.
Abstract: Erinnern oder Vergessen? Auch Jahrzehnte nach der Shoah sind die Erfahrungen, die Bilder und die Leiden, die sich mit der Erinnerung an die nationalsozialistischen Verbrechen aufdrängen, keineswegs Geschichte geworden. Die Formen und Praktiken des Gedenkens in Deutschland haben sich mit dem Abstand zum historischen Geschehen verändert und lassen einen Übergang vom sozialen Gedächtnis zu einem kulturellen Gedenken erkennen. Gleichwohl unterscheiden sich die Formen deutscher Gedenkkultur von der jüdischen Erinnerungspraxis. Die vielfältigen traumatischen Erlebnisse der jüdischen Überlebenden der Shoah bestimmen deren Lebenswelt, haben Auswirkungen auf ihre jeweiligen Identitätskonzepte und Handlungsmuster und übertragen sich auf die nachfolgenden Generationen.
Die hier versammelten Beiträge geben unter anderem Einblicke in den wissenschaftlichen Diskurs über die Konsequenzen des individuellen und gesellschaftlichen Verarbeitens der Erinnerungen an den Nationalsozialismus und die Shoah sowie der daraus resultierenden Traumata; thematisieren den professionellen Umgang mit Überlebenden mit Blick auf deren Selbstkonzepte und ihre jeweiligen biografischen Narrative; fragen nach der Praxisrelevanz des Wissens um Prozesse des Erinnerns und Vergessens in der Betreuung von Überlebenden und deren Angehörigen; weisen auf den Zusammenhang zwischen den erlittenen Traumata, den Lebensumständen nach der Befreiung und den jeweiligen biografischen Erzählungen hin; schließlich verdeutlichen sie, was das gesellschaftlich bedingte kollektive Vergessen oder die Umdeutung der Geschichte für die Überlebenden und ihre Familien bedeutet.
Mit Beiträgen von: Katja von Auer ǀ Julia Bernstein ǀ Jackie Feldman ǀ Kurt Grünberg ǀ Tilmann Habermas ǀ Jens Hoppe ǀ Ulrike Jureit ǀ Doron Kiesel ǀ Salomon Korn ǀ Norma Musih ǀ Miriam Victory Spiegel ǀ Noemi Staszewski ǀ Gabriel Strenger ǀ Moshe Teller ǀ Ricarda Theiss ǀ Susanne Urban ǀ Lukas Welz ǀ Lea Wohl von Haselberg
Inhalt
Kurt Grünberg: Danach – Vergessen, Erinnern, Tradieren. Extremes Trauma und Kultur im postnationalsozialistischen Deutschland
Tilmann Habermas: Die Veränderung von Lebensgeschichten im Laufe des Lebens
Jackie Feldman/Norma Musih: Kollektive Erinnerung, digitale Medien und Holocaust-
Zeugenschaft
Jens Hoppe: Erinnern und Vergessen bei Überlebenden der Shoah. Anmerkungen
eines Historikers zu „Holocaust Oral Histories“
Salomon Korn: Kultur der Erinnerung
Gabriel Strenger: Erinnerung und Vergessen im biblischen Kontext
Susanne Urban: Fließende Erinnerungen. Reflexionen über die Befassung mit Zeitzeugen
Miriam Victory Spiegel: Nicht geheilte Wunden: Die Rolle von Erinnerung und Denkmälern
Julia Bernstein/Katja von Auer „Sie reagieren nur so, weil Sie jüdisch sind“. Diskursive Auseinandersetzungen mit den Auswirkungen der Shoah im Bildungskontext der Sozialen Arbeit
Moshe Teller: Papa, mir geht’s heute nicht besonders gut … Holocaust-Überlebende
und ihre Kinder: eine klinische Perspektive
Noemi Staszewski/Ricarda Theiss: Zeitzeugentheater. Potenziale transgenerationaler Projekte
Lukas Welz: Erinnern und Vergessen verantworten. Über die Notwendigkeit einer emanzipierten Erinnerung an die Shoah für die Betroffenen und die Gesellschaft
Lea Wohl von Haselberg: Zwischen Erinnern und Vergessen – Notizen zu Shoah und Film
Ulrike Jureit: Einsichten und Erkenntnisse
Topics: Holocaust, Holocaust Commemoration, Holocaust Education, Holocaust Memorials, Holocaust Survivors, Holocaust Survivors: Children of, Jewish Community, Main Topic: Holocaust and Memorial, Post-Colonial, Post-War Reconstruction, Restitution and Reparations, Memory
Abstract: Książka jest wynikiem interdyscyplinarnych badań dwudziestu ośmiu autorów pracujących przez trzy lata systemem seminaryjnym pod kierownictwem Feliksa Tycha, autora projektu, oraz Moniki Adamczyk-Garbowskiej. Przedstawia próbę kompleksowego zbadania wpływu Holokaustu i okupacji niemieckiej na kondycję nielicznych - w porównaniu z przedwojenną liczbą - ocalałych Żydów polskich. Autorzy wprowadzają czytelnika w świat życia żydowskiego i stosunków polsko-żydowskich w powojennej Polsce od roku 1944 po pierwszą dekadę XXI wieku. Teksty zostały ułożone w czterech blokach tematycznych, które w znacznej mierze odpowiadają istotnym etapom życia żydowskiego w Polsce i jego postrzegania przez większość społeczeństwa, czyli kolejno latom szacowania strat, nadziei i odbudowy, okresowi tabuizacji, zacierania pamięci, wreszcie - sytuacji obecnej. Adresowana zarówno do specjalistów, jak i szerszego kręgu odbiorców książka ta może służyć jako źródło wiedzy, swoisty przewodnik, a także inspiracja do dalszych badań nad następstwami Zagłady w Polsce i w innych krajach. Jest to pierwsza zakrojona na tak szeroką skalę publikacja, która na przykładzie Polski - przed wojną największego skupiska Żydów w Europie i drugiego, po USA, na świecie - ukazuje wpływ Holokaustu na powojenną kondycję Żydów oraz całego społeczeństwa polskiego.
Feliks Tych, Monika Adamczyk-Garbowska Przedmowa 7
KRAJOBRAZ PO WOJNIE 13
Albert Stankowski, Piotr Weiser Demograficzne skutki Holokaustu 15
Alina Skibińska Powroty ocalałych i stosunek do nich społeczeństwa polskiego 39
Andrzej Żbikowski Morderstwa popełniane na Żydach w pierwszych latach po wojnie 71
Tamar Lewinsky Żydowscy uchodźcy i przesiedleńcy z Polski w okupowanych Niemczech 95
Ewa Koźmińska -Frejlak Kondycja ocalałych. Adaptacja do rzeczywistości powojennej (1944–1949) 123
August Grabski Żydzi a polskie życie polityczne (1944–1949) 157
PRÓBY ODBUDOWY ŻYCIA ŻYDOWSKIEGO 189
Grzegorz Berendt Życie od nowa. Instytucje i organizacje żydowskie (1944–1950) 191
August Grabski, Albert Stankowski Życie religijne społeczności żydowskiej 215
Helena Datner Dziecko żydowskie (1944–1968) 245
Joanna Nalewajko-Kuliko V, Magdalena Ruta Kultura jidysz po II wojnie światowej 283
Monika Adamczyk-Garbowska, Magdalena Ruta Literatura polska i jidysz wobec Zagłady 305
Renata Piątkowska Żydowskie życie artystyczne po Zagładzie 339
Grzegorz Berendt Wpływ liberalizacji politycznej roku 1956 na sytuację Żydów 359
Feliks Tych „Marzec’68”. Geneza, przebieg i skutki kampanii antysemickiej lat 1967/68 385
Edyta Gawron Powojenna emigracja Żydów z Polski. Przykład Krakowa 413
PAMIĘĆ I ZAPOMNIENIE 439
Monika Adamczyk-Garbowska, Adam Kopciowski Zamiast macewy. Żydowskie księgi pamięci 441
Eleonora Bergman , Jan Jagi elski Ślady obecności. Synagogi i cmentarze 471
Robert Kuwałek Obozy koncentracyjne i ośrodki zagłady jako miejsca pamięci 493
Sławomir Kapralski Od milczenia do „trudnej pamięci”. Państwowe Muzeum Auschwitz-Birkenau i jego rola w dyskursie publicznym 527
Bożena Szaynok Kościół katolicki w Polsce wobec problematyki żydowskiej (1944–1989) 553
Małgorzata Melchior Zagłada w świadomości polskich Żydów 583
Hanna Węgrzynek Tematyka Zagłady w podręcznikach szkolnych (1945–2009) 597
Jolanta Ambrosewicz-Jacobs Świadomość Holokaustu wśród młodzieży polskiej po zmianach systemowych 1989 roku 625
TU I TERAZ 659
Helena Datner Współczesna społeczność żydowska w Polsce a Zagłada 661
Monika Krawczyk Status prawny własności żydowskiej i jego wpływ na stosunki polsko-żydowskie 687
Monika Adamczyk-Garbowska, Magdalena Ruta Od kultury żydowskiej do kultury o Żydach 715
Dariusz Libionka Debata wokół Jedwabnego 733
Joanna Tokarska-Bakir Następstwa Holokaustu w relacjach żydowskich i w pamięci polskiej prowincji w świetle badań etnograficznych 775
Ewa Koźmińska-Frejlak Wdzięczność i zapomnienie. Polacy i Żydzi wobec Sprawiedliwych (1944–2007) 813
Antoni Sułek Zwykli Polacy patrzą na Żydów. Postawy społeczeństwa polskiego wobec Żydów w świetle badań sondażowych (1967–2008) 853
Informacje o autorach 889
Wykaz skrótów 895
Indeks 897
Abstract: It is a fact, that the Holocaust of European Jews has marked in various ways the Jewish diaspora and the Jewish presence worldwide. In the case of the Jews who live in Greece and especially in the city of Thessaloniki, though the Community delayed to break silence about this traumatic historic event, this fact was never let slip from memory. In the public sphere of action, the updating of Holocaust takes place through community actions at first hand and, later, through initiatives from local authorities, by making mnemonic and memorial donations. For the past seventy-four years, Holocaust inheres as a memory in three post-war Jewish generations in Thessaloniki and seals diversely the identity of the social subjects. This mnemonic event in collaboration with the social and politic developments and turmoils, describes the identity of the Jewish element, both directly and indirectly. The presentation will be focused on qualitative empirical data of fieldwork, from a sociological analysis perspective. More specifically, in this paper it will be explored the way in which, the Holocaust of the Greek Jewry emphasizes on the individual and collective responsibilities and, at the same time, it’s function as a contemporary conservation mechanism of the Jewish identity, a cohesive bond of the Greek-Jewry in Thessaloniki.
Abstract: Autorka v tejto publikácii sumarizuje svoje aktuálne poznatky získané dlhodobým výskumom problematiky holokaustu na Slovensku, jeho reflexie v spomienkach pamätníkov i obrazy šírené v súčasnej spoločnosti Slovenska. Zamýšľa sa nad možnosťami metódy oral history pri výskume tejto témy , jej úskaliami i pozitívami. Významné je pre ňu využitie tejto kvalitatívnej metódy zameranej na mikroúroveň spoločnosti, na subjektívne prežívanie veľkých dejín, priamy kontakt bádateľa s človekom, ktorý tieto udalosti prežil. Predstavuje jednotlivé dlhodobé výskumné projekty, ktoré autorka realizovala, ich výskumné vzorky, spôsob a podmienky práce. V tretej časti predstavuje spomienky na holokaust z dvoch perspektív: obetí (židovských pamätníkov) a divákov (ich nežidovských susedov, ktorí boli svedkami, no nie priamymi aktérmi diania). V závere sa zamýšľa nad vzťahom pamäti spomienkového spoločenstva a jeho vlastnými identitami, porovnáva spôsoby spomínania u židovských a nežidovských respondentov a uvažuje, čo prezrádzajú o vzťahoch medzi nimi a o ich vlastných referenčných skupinách.
Abstract: Rozsáhlá monografie odborníků z pražské právnické fakulty pod vedením Jana Kuklíka a Reného Petráše se věnuje problému majetkových ztrát židovského obyvatelstva za druhé světové války a různým metodám odškodnění. Publikace má široký historický a komparativní záběr, obsahuje podrobnou analýzu právních aspektů a zabývá se i dodnes nedořešenými otázkami. Nejpodrobněji je v knize zastoupeno území bývalého Československa, ale pozornost je věnována i vývoji v dalších státech: Německu, Rakousku, Polsku, ale také v zemích s velmi odlišnou situací, jako jsou Velká Británie, Bulharsko či Švýcarsko. Výklad u jednotlivých států obvykle zahrnuje nástin vývoje postavení Židů v daném regionu v posledních desetiletích před holocaustem, jsou však naznačeny i starší, středověké tradice. Jádrem práce je zachycení často až pozoruhodně různorodých metod záborů židovského majetku zejména v době druhé světové války a jeho restitucí nebo různých odškodňovacích akcí, které probíhají až do současnosti.
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
Abstract: Holocaust Education in Lithuania is based on a six-year, multi-sited ethnographic research project that was conducted to analyze the effects of the controversial policies of Holocaust education which were introduced as conditions of membership for access into post-Soviet western alliances. In order to understand how individuals take up transnational policies and programs intended to support democratization, Beresniova delves into rarely discussed issues. She looks at the means through which inherent cultural and political assumptions have had an impact on the ways in which memory and history are used in educational programs. She also scrutinizes the motivating factors for involvement in Holocaust education, such as the importance of community building, civic activism beyond the topic of the Holocaust, and the perceived power of the international community in dictating domestic education policy guidelines. Beresniova contends that educators must acknowledge the political and cultural elements in Holocaust education programs and policies, or risk undermining their own efforts. This book is recommended for scholars of anthropology, education, history, political science, and European studies.
Abstract: British state-supported Holocaust remembrance has dramatically grown in prominence since the 1990s. This monograph provides the first substantial discussion of the interface between public Holocaust memory in contemporary Britain and the nation’s changing religious-secular landscape.
In the first half of the book attention is given to the relationships between remembrance activities and Jewish, Muslim, Christian, and post-Christian communities. Such relationships are far from monolithic, being entangled in diverse histories, identities, power-structures, and notions of ‘British values’. In the book’s second half, the focus turns to ways in which public initiatives concerned with Holocaust commemoration and education are intertwined with evocations and perceptions of the sacred. Three state-supported endeavours are addressed in detail: Holocaust Memorial Day, plans for a major new memorial site in London, and school visits to Auschwitz. Considering these phenomena through concepts of ritual, sacred space, and pilgrimage, it is proposed that response to the Holocaust has become a key feature of Britain’s 21st century religious-secular landscape. Critical consideration of these topics, it is argued, is necessary for both a better understanding of religious-secular change in modern Britain and a sustainable culture of remembrance and national self-examination.
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: Restitution for the mostly Jewish property and assets that were confiscated by the Nazis during World War II (WWII) in various European states has been a highly debated issue ever since the end of the war. Countries that adhered to the ideas of communism and nationalisation of property in the immediate aftermath of the war failed to address this issue until very recently. Serbia, too, has only began to consider remedying the incredible damage done to its rather small Jewish community. More specifically, in the past decade, Serbia has been trying to repair the damage by passing a series of restitution laws which eventually led to separate legislation on heirless property. This paper explores the substance and application of these laws, as well as the history of discrimination based on which the Serbian Jewish community was persecuted by German occupiers and their collaborators. In doing so, through the lens of Critical Race Theory (CRT), this paper identifies another group that has been persecuted on the basis of race, namely the Romani. What follows from such research is the following: firstly, the law allowed for discrimination on a racial basis of both Jews and Roma during WWII and, secondly, the law is now remedying the damages caused towards the former group, but not the latter. In conclusion, this paper suggests that such a distinction is made due to a possible interest convergence, as defined by CRT.
