Abstract: In this article, we reconceptualize how contemporary Holocaust memory functions through the metaphors of common currency and ‘zombie memory.’ As currency, Holocaust memory is a medium of exchange that is perceived as a commodity produced to satisfy political wants or needs. For the most part, however, Holocaust memory lays dormant until triggered into life by specific events with particular characteristics that associate in the popular imaginary with the Holocaust – a mode of operation we call ‘zombie memory.’ We illustrate this dynamic of Holocaust memory by analyzing how the Holocaust has been referred to and discussed in light of current developments such as COVID-19, the rise of VOX in Spain, and political discourse in England about past and present mass atrocities. We demonstrate how the Holocaust is evoked in discursive occasions beyond those commemorative moments wherein it is by definition the focus of attention: how it is analogically utilized to express concerns, to push towards a specific policy goal, or to politically criticize others. As such, we underline how Holocaust memory can be converted within and between cultures, contributing to understanding and justification of domestic political actions. Situated in Holocaust studies, memory studies, and public discourse analysis, this research attests to the ongoing social process of negotiation over meaning-making.
Abstract: While Holocaust memory underscores the significance of freedom, the actual enactment of freedom varies across different countries, posing a vital question for educating about the Holocaust. How do educators navigate this dissonance? Do they serve as conduits for government perspectives, or do they exercise their teacher autonomy? As part of a comparative study examining shifts in Holocaust memory in Europe from 2020 to 2022, my colleagues and I conducted in-depth interviews with 75 Holocaust educators from Poland, Hungary, Germany, and England, inviting them to share their life stories and professional experiences. This article delves into a recurring theme found within these educators’ narratives: the appreciation of freedom and choice.
To interpret the significance of this theme, I integrate educational theories on ‘difficult history’ and teacher autonomy with theories of psychological reactance and the freedom quotient (FQ). I draw on Isaiah Berlin's concepts of negative and positive liberty to bridge the personal and societal dimensions. The resulting model provides a framework for the study's findings. As expected, teachers from Poland and Hungary felt their negative liberty was constrained, while those from Germany and England reported a greater degree of autonomy. More surprisingly, limited negative liberty led many interviewees from Poland and Hungary to find powerful ways to express their inner freedom. These included resistance to authority, activism within and beyond the classroom, and the application of diverse and creative pedagogical approaches in EaH. The interviews also pointed to a connection between higher levels of negative liberty in Germany and England, and a plurality of content and goals in EaH within these countries. In light of these findings, I offer policy and educational recommendations.
