Abstract: This book explores and reveals the intricacies of Jewish heritage in contemporary Germany, the role it plays as a "moral heritage" in the symbolic representation of Jews and Judaism in the national landscape, and its relevance for the cultural sustainability of local Jewish communities. The practice of synagogue music in the past and present is a central case study in the discussions. This ethnographic study examines how Jewish liturgical music as the cultural heritage of minorities has been constructed, treated, discussed, appropriated, and passed on to different actors in different forms and for different purposes over time. It also examines the resulting moral and ethical questions and power imbalances. The author discusses how both Jewish and non-Jewish stakeholders utilize the music of 19th- and early 20th-century Reform Judaism and the Minhag Ashkenaz for a symbolic reconstruction of German Jewry. Furthermore, they repatriate it in local Jewish communities today. This is usually done for individual, sometimes commercial, rather than religious reasons. The Jewish-musical cultural heritage process is characterized by moral imperatives and complex negotiations about power and representation. It reveals problematic aspects of German-Jewish relations, cross-generational rifts, and denominational differences between the Jewish communities in post-war Germany.
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.
