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Author(s): Sarri Krantz, Anna
Date: 2024
Date: 2024
Abstract: This article adopts a historical perspective to explore Jewish women’s experiences of anti­ semitism in Sweden. The empirical foundation of the study comprises interviews with approximately thirty women born in the 1950s, 1970s or 1990s, all of whom self­ identify as Jewish. Employing a dialogical epistemology rooted in intersectionality and shared authority, the study emphasises both the content of the women’s life ­stories and the ways they interpret and articulate their experiences. A key finding of this study is that the fear of antisemitism is a persistent presence in the lives of most participants. A notable continuity over time is the school, which emerges as a recurring site where Jewish women have experienced a sense of being different. However, there is a generational shift in how these experiences are interpreted. Women born in the 1990s are more likely to identify such experiences explicitly as antisemitism, compared to those born in the 1950s or 1970s. Another significant conclusion is that understanding Jewish women’s stories about antisemitism requires these accounts to be situated within broader relational contexts, encompassing both their own and others’ experiences as well as both contemporary and historical processes. Past experiences are often reactivated by current events, such as the attack of 7 October 2023. There is also a before and after 7 October. After 7 October, the fear of antisemitism increased, and some women describe the fear as constant or existential.

A general conclusion in the article is that the fear of antisemitism is present in most of the women's lives. A continuity over time is that the school is a place where Jewish women have experienced that they are different. Women born in the 1990s interpret these experiences to a greater extent, than the women born in the 1950’s and the 19970’s, as an experience of antisemitism. In this respect, our results differ from previous international research showing that older people in particular experience and regard society as antisemitic, while younger people do not do so to the same extent.

A further conclusion is that to understand women's narratives about experiences of antisemitism, these should also be understood in relation to the experiences of others both in the present and in the past, since these form layer upon layer of experiences that are actualized by current events such as October 7. There is also a before and after October 7. After 7 October, the feeling of insecurity has increased, and some women describe the fear as constant or existential.
Date: 2020
Author(s): Bengtsson, Håkan
Date: 2020
Abstract: This article addresses the issue of teaching Judaism for students in the teacher-training programme and those training to become clergy in a Swedish milieu. A major challenge in the secular post-Protestant setting is to pinpoint and challenge the negative presuppositions of Judaism as a religion of legalism, whereas the student’s own assumption is that she or he is neutral. Even if the older paradigms of anti-Jewish stereotypes are somewhat distant, there are further patterns of thought which depict Judaism as a ‘strange’ and ‘legalistic’ religion. Students in the teacher-training programme for teaching religion in schools can in class react negatively to concepts like kosher slaughter, circumcision and the Shabbat lift. Even if the explanatory motives vary, there is nonetheless a tendency common to ordination students, relating to a Protestant notion of the Jewish Torah, commonly rendered as ‘Law’ or ‘legalism’. This notion of ‘the Law’ as a means of self-redemption can, it is argued in the article, be discerned specially among clergy students reading Pauline texts and theology. This analysis shows that both teacher-training and textbooks need to be updated in accordance with modern research in order to refute older anti-Jewish patterns of thought. As for the challenge posed by the simplistic labelling of both Judaism and Islam as religions of law, the implementation of the teaching guidelines concerning everyday ‘lived religion’ enables and allows the teacher to better disclose Judaism, Christianity and Islam as piously organised living faiths rather than as being ruled by legalistic principles.
Author(s): Vuola, Elina
Date: 2019
Author(s): Volmert, Miriam
Date: 2017
Author(s): Schult, Tanja
Date: 2017
Date: 2016
Author(s): Rian, Dagfinn
Date: 2002
Author(s): Schult, Tanja
Date: 2016
Abstract: Artikeln handlar om de monumenten över Förintelsens offer som restes i Sverige mellan 1949 och 1998 och kompletterar och till viss del korrigerar bilden av hur minnet av Förintelsen har vuxit fram i Sverige. Medan vissa menar att Förintelsen inte uppmärksammades alls i Sverige förrän på 1980-talet, visar artikeln att minnesmonument faktiskt restes både direkt efter kriget och under de följande decennierna. Om vi frigör oss från dagens förståelse av Förintelsen och den nu etablerade vokabulären kan vi ta till oss de tidiga verken och därmed få en mer nyanserad bild av hur minneskulturen har förändrats. Därmed kan vi också ge dem som drev monumentfrågan det erkännande som de inte tidigare fått men som de förtjänar. De tidiga monumenten är knappast kända för en bredare krets och syftet med artikeln är att göra fler uppmärksamma på deras existens. De tidiga verken ger framförallt uttryck för de överlevandens behov av att sörja sina anhöriga som blivit offer för nazisternas folkmord. Med tiden och med nya judiska invandrare och flyktingar från kontinenten växte nya behov fram som så småningom ledde till fler monument. Det blir tydligt hur minnena omförhandlas inom den judiska minoriteten som för övrigt inte var en homogen grupp. Parallellt med dessa omförhandlingar etablerades minnet av Förintelsen internationellt som en referenspunkt i historien. Tillsammans med de överlevandes och deras anhörigas engagemang blev Förintelsen en viktig referenspunkt både inom den judiska gruppen och så småningom även i det svenska majoritets­samhället (något som behandlas i del 2).