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Journal articles on the topic 'Children's literature Holocaust'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Kremer, S. Lillian. "Children's Literature and the Holocaust." Children's Literature 32, no. 1 (2004): 252–63. http://dx.doi.org/10.1353/chl.2004.0016.

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2

Sokoloff, Naomi B. "Representing the Holocaust in Children's Literature (review)." Lion and the Unicorn 27, no. 3 (2003): 443–47. http://dx.doi.org/10.1353/uni.2003.0041.

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3

Sokoloff, Naomi B. "Representing the Holocaust in Children's Literature (review)." Lion and the Unicorn 30, no. 1 (2006): 139–43. http://dx.doi.org/10.1353/uni.2006.0012.

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4

Jordan, Sarah D. "Educating Without Overwhelming: Authorial Strategies in Children's Holocaust Literature." Children's Literature in Education 35, no. 3 (2004): 199–218. http://dx.doi.org/10.1023/b:clid.0000041779.63791.ae.

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5

Pettitt, Joanne. "On Blends and Abstractions: Children's Literature and the Mechanisms of Holocaust Representation." International Research in Children's Literature 7, no. 2 (2014): 152–64. http://dx.doi.org/10.3366/ircl.2014.0129.

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Critics have long since noted that children's literature of the Holocaust is caught between two binary oppositions: it must offer an emphatic didactic message whilst simultaneously providing an appropriate ‘safe’ distance between the implied reader and the atrocities committed. The result is that texts of this kind frequently consign the most brutal aspects of the story to the periphery of the narrative as a lack and the true horror of the Holocaust is reified in more conceptual forms. In other words, that which is said may be explained by that which is not said. Taking cognitive poetics as my

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6

Kertzer, Adrienne. ""Do You Know What 'Auschwitz' Means?": Children's Literature and the Holocaust." Lion and the Unicorn 23, no. 2 (1999): 238–56. http://dx.doi.org/10.1353/uni.1999.0027.

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7

Darr, Yael. "Grandparents Reveal Their Secrets: A New Holocaust Narrative for the Young ‘Third Generation’ in Israel." International Research in Children's Literature 5, no. 1 (2012): 97–110. http://dx.doi.org/10.3366/ircl.2012.0046.

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Since the 1990s, a new type of Holocaust story has been emerging in Israeli children's literature. This new narrative is directed towards very young children, from preschool to the first years of elementary school, and its official goal is to instil in them an authentic ‘first Holocaust memory’. This essay presents the literary characteristics of this new Holocaust narrative for children and its master narrative. It brings into light a new profile of both writers and readers. The writers were young children during the Holocaust, and first chose to tell their stories from the safe distance of t

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8

Feldman, Daniel. "The Holocaust as Adventure in Uri Orlev's Children's Books." Bookbird: A Journal of International Children's Literature 58, no. 4 (2020): 3–11. http://dx.doi.org/10.1353/bkb.2020.0064.

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9

Baer, Elizabeth Roberts. "A New Algorithm in Evil: Children's Literature in a Post-Holocaust World." Lion and the Unicorn 24, no. 3 (2000): 378–401. http://dx.doi.org/10.1353/uni.2000.0026.

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10

Jodi Eichler-Levine. "The Curious Conflation of Hanukkah and the Holocaust in Jewish Children's Literature." Shofar: An Interdisciplinary Journal of Jewish Studies 28, no. 2 (2010): 92–115. http://dx.doi.org/10.1353/sho.0.0506.

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11

Brenner, Rachel Feldhay. "Between Identity and Anonymity: Art and History in Aharon Megged's Foiglman." AJS Review 20, no. 2 (1995): 359–77. http://dx.doi.org/10.1017/s036400940000698x.

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In a recent article, “Israeli Literature Over Time,”Aharon Megged describes his work as “unremittingly concerned with burning national issues,” mainly with the issue of Israel′s relationship to the Diaspora.1 Megged′s intense preoccupation with the Zionist ideology of the negation of the Diaspora emerged in his 1955 story “Yad va-shem” (“The Name”). The story presents a scathing criticism of Israel′s dissociation from the history of the Diaspora and especially from the catastrophe of the Holocaust. “Yad va-shem” was followed by an article entitled “Tarbutenu ha-yeshana ve-ha-hadasha” (“Our Old

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12

Sokoloff. "REVIEW: Hamida Bosmajian. THE HOLOCAUST AND LITERATURE FOR CHILDREN:SPARING THE CHILD: GRIEF AND THE UNSPESKABLE IN YOUTH LITERATURE ABOUT NAZISM AND THE HOLOCAUST. and Adrienne Kertzer. MY MOTHER'S VOICE: CHILDREN, LITERATURE, AND THE HOLOCAUST. and Lydia Kokkola. REPRESENTING THE HOLOCAUST IN CHILDREN'S LITERATURE." Prooftexts 25, no. 1-2 (2005): 174. http://dx.doi.org/10.2979/pft.2005.25.1-2.174.

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13

Alderson, Priscilla. "Young Children’s Human Rights: a sociological analysis." International Journal of Children's Rights 20, no. 2 (2012): 177–98. http://dx.doi.org/10.1163/157181812x622187.

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Children tend to be missing from the literature on human rights. Sociology can help to fill the gap by providing evidence about the importance and benefits of recognising children's human rights, the dangers of not doing so, and joint rights-promoting work by adults and children. However, sociology has paid relatively little attention to human rights, and to the related topics of the Holocaust, human nature, real bodies, universal principles and moral imperatives. This paper examines splits in sociology around a central absence, which could partly explain these omissions. Then it considers how

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14

Sarig, Roni. "Under Empty Skies: The Absence of God and Parental Replacement in Israeli Children's Literature on the Jewish Holocaust." Children's Literature Association Quarterly 44, no. 3 (2019): 271–89. http://dx.doi.org/10.1353/chq.2019.0033.

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15

Giambastiani, Verbena. "Children’s Literature and the Holocaust." Genealogy 4, no. 1 (2020): 24. http://dx.doi.org/10.3390/genealogy4010024.

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The aim of my paper is to examine children’s literature written in Italy and centred on the Holocaust. It is quite common for people to deem the subject matter inappropriate for young audiences, whilst it is also considered disrespectful to write inventive literature for children about the death camps. Nevertheless, it seems necessary to inform children about such a major historical event. Moreover, the stories written on this subject aim to introduce children to themes like prejudice, discrimination and racism. My research focuses on the recurrent patterns that occur frequently in these books

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16

Jerzak, Katarzyna. "The Mythisation of the Holocaust." Dzieciństwo. Literatura i Kultura 3, no. 1 (2021): 189–207. http://dx.doi.org/10.32798/dlk.746.

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The author of this review article critically discusses the book Dzieciństwo w labiryncie getta. Recepcja mitu labiryntu w polskiej literaturze dziecięcej o Zagładzie [Childhood in the Labyrinth of the Ghetto: Reception of the Labyrinth Myth in Polish Children’s Literature about the Holocaust] by Krzysztof Rybak (2019). She examines the monograph in the context of, inter alia, the research already conducted in the field, literary works, architecture, memorials, the Holocaust victims’, survivors’, and witnesses’ testimonies, as well as in relation to the possible symbolic links of the Shoah an

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17

Rybak, Krzysztof. "To Traumatize or to Put under a Taboo? Holocaust Narratives in Children’s Literature." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 251–64. http://dx.doi.org/10.17951/en.2021.6.251-264.

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The article investigates the ways of representing the Holocaust in children’s literature published in Poland in the 21st century (e.g. Joanna Rudniańska’s Kotka Brygidy and Smoke by Antón Fortes and Joanna Concejo). Phenomena such as anti-Semitism or death of the main character, called by researchers and critics inappropriate for a young audience, are analyzed with the use of the research on taboo in children’s literature (Bogusława Sochańska and Justyna Czechowska) as well as confronted with the threat of “traumatization” of the young reader (Małgorzata Wójcik-Dudek). The analysis proves that

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18

Russell, William B. "I Never Saw Another Butterfly: Children's Drawings and Poems From the Terezin Concentration Camp, 1942–1944 by Volavkova, Hana and The United States Holocaust Memorial Museum, Editors." Journal of American Culture 29, no. 3 (2006): 379–80. http://dx.doi.org/10.1111/j.1542-734x.2006.00389.x.

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19

Vice, Sue. "Children’s Voices and Viewpoints in Holocaust Literature." Holocaust Studies 11, no. 2 (2005): 11–24. http://dx.doi.org/10.1080/17504902.2005.11087147.

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20

Nir, Bina. "Transgenerational Transmission of Holocaust Trauma and Its Expressions in Literature." Genealogy 2, no. 4 (2018): 49. http://dx.doi.org/10.3390/genealogy2040049.

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Trauma is a central concept in the historiography of the Holocaust. In both the historiographical and the psychoanalytical research on the subject, the Holocaust is perceived not as a finite event that took place in the past, but as one that continues to exist and to affect the families of survivors and the Jewish people. In the 1950s–1960s, evidence began emerging that Holocaust trauma was not limited to the survivors themselves, but was passed on to the next generation born after the Holocaust and raised in its shadow. It is possible to see the effects of growing up in the shadow of the Holo

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21

Van Tuyl, Jocelyn. "Dolls in Holocaust Children’s Literature: From Identification to Manipulation." Children's Literature Association Quarterly 40, no. 1 (2015): 24–38. http://dx.doi.org/10.1353/chq.2015.0004.

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22

Prajaningtyas, Nugraheni Bhakti, and Ida Rochani Adi. "Rethinking John Boyne’s The Boy in the Striped Pyjamas as Children’s Literature." Lexicon 7, no. 2 (2021): 171. http://dx.doi.org/10.22146/lexicon.v7i2.66566.

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This graduating paper aims to examine whether or not John Boyne’s novel entitled The Boy in the Striped Pyjamas should be categorized as children’s literature. The story tells about a nine-year-old German boy named Bruno with his Jewish friend, Shmuel, who lives inside the concentration camp during the Holocaust. This graduating paper applies the genre approach since it is the most suitable approach to analyze the elements of children’s literature genre, which are character and characterization, didactic elements, the happy ending, and element of pictures in children’s literature. In order to

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23

Prajaningtyas, Nugraheni Bhakti, and Ida Rochani Adi. "Rethinking John Boyne’s The Boy in the Striped Pyjamas as Children’s Literature." Lexicon 7, no. 2 (2021): 171. http://dx.doi.org/10.22146/ljell.v7i2.65871.

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This graduating paper aims to examine whether or not John Boyne’s novel entitled The Boy in the Striped Pyjamas should be categorized as children’s literature. The story tells about a nine-year-old German boy named Bruno with his Jewish friend, Shmuel, who lives inside the concentration camp during the Holocaust. This graduating paper applies the genre approach since it is the most suitable approach to analyze the elements of children’s literature genre, which are character and characterization, didactic elements, the happy ending, and element of pictures in children’s literature. In order to

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24

Walter, Virginia A., and Susan F. March. "Juvenile picture books about the Holocaust: Extending the definitions of children’s literature." Publishing Research Quarterly 9, no. 3 (1993): 36–51. http://dx.doi.org/10.1007/bf02680641.

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25

Michułka, Dorota, and Ryszard Waksmund. "THE ANTHROPOLOGY OF CHILDHOOD AS AN ACADEMIC COURSE (PART OF THE TEACHING SPECIALIZATION)." Polonistyka. Innowacje, no. 5 (June 2, 2017): 137–50. http://dx.doi.org/10.14746/pi.2017.1.5.11.

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The article presents the theme which is connected with programme and syllabus of the department of teacher education and create a question what place the anthropology of child and childhood may take in Polish studies of the 21st century. After many years of laborious research on children’s culture, children’s folklore, ethnography of childhood, sociology of childhood, and children’s pedagogy and psychology, after the discussions about “childhood reinvented” and many “breakthroughs” in studies about the interdisciplinary nature of such research (from Ellen Key’s work, to Janusz Korczak, to Phil

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26

Avsenik Nabergoj, Irena. "Children Without Childhood: The Emotionality of Orphaned Children and Images of Their Rescuers in Selected Works of English and Canadian Literature." Acta Neophilologica 50, no. 1-2 (2017): 95–135. http://dx.doi.org/10.4312/an.50.1-2.95-135.

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This article deals with literary depictions of social, political, cultural and religious circumstances in which children who have lost one or both parents at birth or at a later age have found themselves. The weakest members of society, the children looked at here are exposed to dangers, exploitation and violence, but are fortunate enough to be rescued by a relative or other sympathetic person acting out of benevolence. Recognizing that the relationship between the orphaned child, who is in mortal danger, and a rescuer, who most frequently appears unexpectedly in a relationship, has been portr

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27

"Representing the Holocaust in children's literature." Choice Reviews Online 41, no. 04 (2003): 41–2001. http://dx.doi.org/10.5860/choice.41-2001.

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28

Darr, Yael. "Negating Diaspora Negation: Children's Literature in Jewish Palestine During the Holocaust Years." European Judaism 42, no. 1 (2009). http://dx.doi.org/10.3167/ej.2009.420104.

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29

De Vos, Gail. "News and Announcements." Deakin Review of Children's Literature 5, no. 1 (2015). http://dx.doi.org/10.20361/g27g79.

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News and AnnouncementsAs we move into the so-called “summer reading” mode (although reading is obviously not a seasonal thing for many people), here is a “summery” (pardon the pun) of some recent Canadian book awards and shortlists.To see the plethora of Forest of Reading ® tree awards from the Ontario Library Association, go to https://www.accessola.org/WEB/OLAWEB/Forest_of_Reading/About_the_Forest.aspx. IBBY Canada (the Canadian national section of the International Board on Books for Young People) announced that the Claude Aubry Award for distinguished service in the field of children’s lit

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30

Quirk, Linda. "Hana’s Suitcase Anniversary Album by K. Levine." Deakin Review of Children's Literature 3, no. 1 (2013). http://dx.doi.org/10.20361/g2ss3v.

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Levine, Karen. Hana’s Suitcase Anniversary Album. Toronto: Second Story Press, 2012. Print. The true story of Hana’s Suitcase began when a teacher named Fumiko Ishioka was inspired to try to answer some of the questions asked by visiting Japanese school children about a suitcase on display in the Tokyo Holocaust Education Resource Center. The suitcase had come from the Auschwitz death camp. Marked with a girl’s name, her date of birth (May 16, 1931), and the German word for orphan (“Waisenkind”), the empty suitcase offered few clues, but Fumiko was determined to learn what she could about the

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31

Kaum, Eva. "Lydia Kokkola: Representing the Holocaust in Children’s Literature (Children’s Literature and Culture, 26)." Archiv für das Studium der neueren Sprachen und Literaturen, no. 1 (April 1, 2005). http://dx.doi.org/10.37307/j.1866-5381.2005.01.36.

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32

Leket-Mor, Rachel, and Fred Isaac. "The Sydney Taylor Book Award at Fifty: Trends in Canonized Jewish Children’s Literature (1968–2020)." Judaica Librarianship 21 (July 2, 2020). http://dx.doi.org/10.14263/jl.v21i.537.

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The Sydney Taylor Book Award, sponsored by the Association of Jewish Libraries since 1968, is the only book award for children’s literature that represents the Jewish experience. The award’s fiftieth anniversary, celebrated in 2018, provided an opportunity to conduct a content analysis study of 102 books and summarize thematic and publishing trends across award categories and time periods. The data points collected were based on bibliographic records and, to smaller extent, on coded Holocaust-related themes. Conclusions refer to Jewish education in the United States and concepts of gender, ide

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33

Quirk, Linda. "Underground to Canada by B. Smucker." Deakin Review of Children's Literature 4, no. 1 (2014). http://dx.doi.org/10.20361/g2ks4c.

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Smucker, Barbara. Underground to Canada. Toronto: Penguin, 2013. Print.A reprint of a historical novel first published in 1977, Underground to Canada is the gripping story of two young girls who rely on the secret network of courageous and sympathetic people which helped thousands of fugitive slaves on their dangerous journey from the American south to Canada and freedom. This covert network came to be known as the “Underground Railroad.” In his introduction, award-winning author Lawrence Hill notes that after being in print for decades, “Underground to Canada still serves as a wonderful intro

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34

Teo, Hsu-Ming. "History, the Holocaust and children’s historical fiction." TEXT, April 30, 2015. http://dx.doi.org/10.52086/001c.27287.

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35

Frail, Kim. "Pieces Of The Past: The Holocaust Diary Of Rose Rabinowitz by C. Matas." Deakin Review of Children's Literature 3, no. 3 (2014). http://dx.doi.org/10.20361/g2060q.

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Matas, Carol. Pieces Of The Past: The Holocaust Diary Of Rose Rabinowitz. Toronto: Scholastic Canada, 2013. Print. Dear Canada.The “Dear Canada” series from Scholastic recently celebrated its tenth anniversary with now more than 30 titles. It includes fictional diaries written from the point of view of a child or teenager during a time of historical significance. Pieces of the Past opens with Rose in her third Winnipeg foster home having been given the diary by her “not-father” Saul. Her guardian and a psychologist by trade, Saul suggests she write in it to help remember the past. At first she

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