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Wright, Katherine Ann. "The literature of second generation Holocaust survivors and the formation of a post-Holocaust Jewish identity in America." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/K_Wright_062109.pdf.
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Rosenberg, Elizabeth. "Children of Holocaust Survivors on Middle-Age: A Phenomenological Inquiry." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2377.
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Children of Holocaust survivors are vulnerable to experiencing secondary trauma which typically manifests in emotional and psychological difficulties. Despite,their exposure to a traumatized family environment, many children of Holocaust survivors do not develop emotional or adaptive difficulties. Some demonstrate psychological resilience, reflected by their ability to adapt,to adversity and problems. The purpose of this study was to gain insight into how well-adjusted,middle aged children of Holocaust survivors developed and maintained resilience.In line with resilience theory,which explains how an individual bounces back from negative circumstances, the research questions for this study examined the factors that the participants used to develop and maintain tesilience. The sample for this study included 13 middle aged children of Holocaust survivors who described themselves as well-adjusted. The researcher collected data by conducting in-depth interviews and qualitatively analyzed the data using the modified van Kaam method of phenomenological analysis. Results showed that well-adjusted children of Holocaust survivors managed and maintained resiliency through middle age by incorporating lessons learned from their parents, including the notion that nothing can keep a person down. These findings contributed to the body of knowledge on trauma prevention and may be useful to social service providers and organizations that seek to aid individuals' development of resiliency in the,wake of traumatic experiences.
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Bartels, Kirsten Allen. "Narrative strategies in recent Holocaust fiction for children and young adults." Thesis, Aberystwyth University, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.704738.
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O'Donoghue, Leslie. "Holocaust, Memory, Second-Generation, and Conflict Resolution." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3785.
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Ten Jewish second-generation men and women from metro Portland, Oregon were interviewed regarding growing up in the aftermath of the Holocaust. The American-born participants ranged in age from fifty-one to sixty-four years of age at the time of the interviews. Though the parents were deceased at the time of this study the working definition of a Holocaust survivor parent included those individuals who had been refugees or interned in a ghetto, labor camp, concentration camp, or extermination camp as a direct result of the Nazi Regime in Europe from 1933 to 1945.
A descriptive phenomenological approach was utilized. Eight open-ended questions yielded ten unique perspectives. Most second-generation do not habitually inform others of their second-generation status. This is significant to conflict resolution as the effects of the Holocaust are trans-generational. The second-generation embody resilience and their combined emphasis was for all people to become as educated as possible.
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Gordon, Vicki Chaya. "The experience of being a hidden child survivor of the holocaust /." Connect to thesis, 2002. http://eprints.unimelb.edu.au/archive/00000741.
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Decoster, Charlotte. "Jewish Hidden Children in Belgium during the Holocaust: A Comparative Study of Their Hiding Places at Christian Establishments, Private Families, and Jewish Orphanages." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5468/.
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This thesis compares the different trauma received at the three major hiding places for Jewish children in Belgium during the Holocaust: Christian establishments, private families, and Jewish orphanages. Jewish children hidden at Christian establishments received mainly religious trauma and nutritional, sanitary, and medical neglect. Hiding with private families caused separation trauma and extreme hiding situations. Children staying at Jewish orphanages lived with a continuous fear of being deported, because these institutions were under constant supervision of the German occupiers. No Jewish child survived their hiding experience without receiving some major trauma that would affect them for the rest of their life. This thesis is based on video interviews at Shoah Visual History Foundation and Blum Archives, as well as autobiographies published by hidden children.
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Kuok, Chi Man. "Writing as resistance : Petr Ginz's Holocaust diary." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2456336.
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Konrad, Sandra. "Jeder hat seinen eigenen Holocaust : die Auswirkungen des Holocaust auf jüdische Frauen dreier Generationen : eine internationale psychologische Studie /." Gießen : Haland & Wirth im Psychosozial-Verl, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2996487&prov=M&dokv̲ar=1&doke̲xt=htm.
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Berkovic, Miriam Scherer. "Through their daughters' eyes : Jewish mothers and daughters : a legacy from the Holocaust." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19511.
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This study examined the narratives and stories of 13 daughters of Jewish women Holocaust survivors. A qualitative multi-methodological integrative approach that incorporated feminist standpoint epistemologies and elements oF grounded theory was used. Mechanisms such as the use of an auditor and judges were utilized to address the researcher's reflexive stance and subjective frame. Participants' data were collected through semi-structured interviews. Interviews were subjected to extensive qualitative analyses and were compared to find recursive themes and sub-themes. The results oF this study indicated that Holocaust survivor mothers were conceptualized by their daughters as being either strong, challenged or both. Participants described the lessons they learned from their mothers' survivor narratives and stories in terms of strength, resilience, transcendency and Jewish identity. Participants considered these lessons to be vital aspects of their lives and strategies for living.
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Decoster, Charlotte Marie-Cecile Marguerite. "Child Rescue As Survival Resistance: Hidden Children in Nazi-occupied Western Europe." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149581/.
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The phenomenon of rescue organizations that devoted themselves specifically to hiding and saving Jewish children appeared throughout Nazi-occupied Western Europe (France, Belgium, and the Netherlands). Jewish and non-Jewish rescuers risked their lives to save thousands of children from extermination. This dissertation adds to the historiographical understanding of Holocaust resistance by analyzing the efforts of these child rescue organizations as a form of “survival resistance.” Researching the key aspects of traditional resistance (conscious intent, extensive organization, and effective turn-out) demonstrates that, while child rescue did not present armed resistance, it still was a form of active resistance against the Nazi Final Solution. By looking at rescuers’ testimonies and archival sources (from Yad Vashem, United States Holocaust Memorial Museum, Centre de documentation juive contemporaine, and Kazerne Dossin), this dissertation first outlines the extensive organization and intent of Jewish rescue groups, such as the Oeuvre de Secours aux Enfants (OSE) and Comité de défense des Juifs (CDJ), in France, Belgium, and the Netherlands. The second part looks at rescue organization and intent by Catholic, Protestant, and humanitarian groups. The dissertation concludes by discussing the effectiveness of organized child rescue. In the end, the rescue groups saved thousands of children and proofs that Child rescue in Nazi-occupied Western Europe was a valid--not to mention heroic--form of survival resistance.
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Pini, Sara <1991>. "Holocaust postmemory in contemporary anglophone children's literature." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2022. http://amsdottorato.unibo.it/10406/1/Pini%20tesi%20dottorale%20.pdf.
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This dissertation discusses contemporary Anglophone children’s literature representing the Holocaust and it claims that, through the reading of historical novels, children can acquire a specific kind of postmemory, which I call ‘attitudinal postmemory’. The works analyzed have been written by ‘non-related’ authors, meaning writers who are not witnesses nor their descendants. Attitudinal postmemory is based on the readers’ establishment of a personal-emotional link with the Holocaust by means of narrative empathy towards the characters; it is an ‘active’ kind of memory because it will hopefully convert into an informed, respectful attitude towards peers that opposes the Nazi ideology.
The dissertation is structured into two main parts. Part One provides an overview of the origins and development of Holocaust memory in Western countries. Chapter 1 introduces two major historiographical-literary debates and the following chapter discusses three main issues concerning the representation of the Holocaust (naming, the need to represent, and the ‘right to’ represent) while considering the forms and genres traditionally used and considered ‘appropriate’. Focusing on the scope of literary narratives, Chapter 3 explains how the presence of a personal-emotional link is essential to acquire Holocaust postmemory and, in particular, attitudinal postmemory. The criteria adopted with regard to the case studies are described in Chapter 4.
Part Two discusses the process of interweaving historical truth with fiction and how historical fiction helps child readers acquire attitudinal postmemory. After a brief overview of the genre in Chapter 5, Chapter 6 probes how it is possible to meet the two main expectations of historical fiction while avoiding a disrespectful stance towards the Holocaust. Chapter 7 discusses the idea of empathy and some issues in the representation of Nazi evil, while Chapter 8 offers a comparative analysis of the case studies proposed, including authors from the UK, Ireland, Australia, and the USA.
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Lincoln, Margaret L. "The Online and the Onsite Holocaust Museum Exhibition as an Informational Resource." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5407/.
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Museums today provide learning-rich experiences and quality informational resources through both physical and virtual environments. This study examined a Holocaust Museum traveling exhibition, Life in Shadows: Hidden Children and the Holocaust that was on display at the Art Center of Battle Creek, Michigan in fall 2005. The purpose of this mixed methods study was to assess the informational value of a Holocaust Museum exhibition in its onsite vs. online format by converging quantitative and qualitative data. Participants in the study included six eighth grade language arts classes who viewed various combinations or scenarios of the onsite and online Life in Shadows. Using student responses to questions in an online exhibition survey, an analysis of variance was performed to determine which scenario visit promotes the greatest content learning. Using student responses to additional questions on the same survey, data were analyzed qualitatively to discover the impact on students of each scenario visit. By means of an emotional empathy test, data were analyzed to determine differences among student response according to scenario visit. A principal finding of the study (supporting Falk and Dierking's contextual model of learning) was that the use of the online exhibition provided a source of prior orientation and functioned as an advanced organizer for students who subsequently viewed the onsite exhibition. Students who viewed the online exhibition received higher topic assessment scores. Students in each scenario visit gave positive exhibition feedback and evidence of emotional empathy. Further longitudinal studies in museum informatics and Holocaust education involving a more diverse population are needed. Of particular importance would be research focusing on using museum exhibitions and Web-based technology in a compelling manner so that students can continue to hear the words of survivors who themselves bear witness and give voice to silenced victims. When perpetuity of access to informational resources is assured, future generations will continue to be connected to the primary documents of history and cultural heritage.
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Lurie-Beck, Janine Karen. "The differential impact of holocaust trauma across three generations." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/37242/1/Janine_Lurie-Beck_Thesis.pdf.
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In the current thesis, the reasons for the differential impact of Holocaust trauma on Holocaust survivors, and the differential intergenerational transmission of this trauma to survivors’ children and grandchildren were explored. A model specifically related to Holocaust trauma and its transmission was developed based on trauma, family systems and attachment theories as well as theoretical and anecdotal conjecture in the Holocaust literature. The Model of the Differential Impact of Holocaust Trauma across Three Generations was tested firstly by extensive meta-analyses of the literature pertaining to the psychological health of Holocaust survivors and their descendants and secondly via analysis of empirical study data.
The meta-analyses reported in this thesis represent the first conducted with research pertaining to Holocaust survivors and grandchildren of Holocaust survivors. The meta-analysis of research conducted with children of survivors is the first to include both published and unpublished research. Meta-analytic techniques such as meta-regression and sub-set meta-analyses provided new information regarding the influence of a number of unmeasured demographic variables on the psychological health of Holocaust survivors and descendants. Based on the results of the meta-analyses it was concluded that Holocaust survivors and their children and grandchildren suffer from a statistically significantly higher level or greater severity of psychological symptoms than the general population. However it was also concluded that there is statistically significant variation in psychological health within the Holocaust survivor and descendant populations. Demographic variables which may explain a substantial amount of this variation have been largely under-assessed in the literature and so an empirical study was needed to clarify the role of demographics in determining survivor and descendant mental health.
A total of 124 participants took part in the empirical study conducted for this thesis with 27 Holocaust survivors, 69 children of survivors and 28 grandchildren of survivors. A worldwide recruitment process was used to obtain these participants. Among the demographic variables assessed in the empirical study, aspects of the survivors’ Holocaust trauma (namely the exact nature of their Holocaust experiences, the extent of family bereavement and their country of origin) were found to be particularly potent predictors of not only their own psychological health but continue to be strongly influential in determining the psychological health of their descendants. Further highlighting the continuing influence of the Holocaust was the finding that number of Holocaust affected ancestors was the strongest demographic predictor of grandchild of survivor psychological health.
Apart from demographic variables, the current thesis considered family environment dimensions which have been hypothesised to play a role in the transmission of the traumatic impact of the Holocaust from survivors to their descendants. Within the empirical study, parent-child attachment was found to be a key determinant in the transmission of Holocaust trauma from survivors to their children and insecure parent-child attachment continues to reverberate through the generations. In addition, survivors’ communication about the Holocaust and their Holocaust experiences to their children was found to be more influential than general communication within the family.
Ten case studies (derived from the empirical study data set) are also provided; five Holocaust survivors, three children of survivors and two grandchildren of survivors. These cases add further to the picture of heterogeneity of the survivor and descendant populations in both experiences and adaptations.
It is concluded that the legacy of the Holocaust continues to leave its mark on both its direct survivors and their descendants. Even two generations removed, the direct and indirect effects of the Holocaust have yet to be completely nullified. Research with Holocaust survivor families serves to highlight the differential impacts of state-based trauma and the ways in which its effects continue to be felt for generations. The revised and empirically tested Model of the Differential Impact of Holocaust Trauma across Three Generations presented at the conclusion of this thesis represents a further clarification of existing trauma theories as well as the first attempt at determining the relative importance of both cognitive, interpersonal/interfamilial interaction processes and demographic variables in post-trauma psychological health and transmission of traumatic impact.
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Frahm, Ole. "Genealogie des Holocaust : Art Spiegelmans Maus - a survivor's tale /." München [u.a.] : Fink, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2637876&prov=M&dok_var=1&dok_ext=htm.
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Popescu, Diana I. "Teach ‘the Holocaust’ to the children : the educational and performative dimension of ‘Your Coloring Book’ ; a wandering installation." Universität Potsdam, 2010. http://opus.kobv.de/ubp/volltexte/2010/4351/.
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The article explores the pedagogical dimension of contemporary visual art which takes the Holocaust as a main subject of representation. It asks how a work of art can offer a viable alternative to the already existing methods or practices of Holocaust education, whose traditional aim is to endow the apprentice with an ‘absolute knowledge’ of the Holocaust. The article analyzes the characteristics and the effectiveness of a ‘performative’ approach to teaching about the Holocaust, which relies on an element of interaction and on critical self-reflection, by undertaking a close analysis of Your Coloring Book, – an art installation created by Israeli artist and representative of the third generation after the Holocaust, Ram Katzir.Im Artikel wird die pädagogische Dimension jener zeitgenössischen Kunst untersucht, die sich dem Holocaust als künstlerischem Hauptthema widmet. Der Beitrag fragt danach, wie ein Kunstwerk eine gangbare Alternative zu den bereits existierenden Methoden der Holocaust-Bildung darstellen kann, deren traditionelles Ziel es ist, den Lernenden mit einem 'absoluten Wissen' über den Holocaust auszustatten. Die Besonderheiten und Wirkungsweise einer 'performativen' Herangehensweise, den Holocaust auf Interaktion und kritischer Selbstreflektion basierend zu unterrichten, werden dargestellt. Dies geschieht anhand einer genauen Analyse von Your Coloring Book einer Kunstinstallation des israelischen Künstlers und Vertreters der Dritten Generation Ram Katzir.
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Sneed, Rachael. "Strangers in a Strange Land: A Study of the Religious and Cultural Identity of the Kindertransport Children." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/29.
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Before World War II, many Jewish communities began to worry for their children's safety. As a result, families and Jewish communities in Britain and Nazi- Occupied countries worked together to send their children to safety. Around 10,000 Jewish refugee children went to Great Britain on the Kindertransport transportations from Czechoslovakia, Austria, and Germany. These children came from many different nationalities and economic backgrounds and went to many different types of foster homes. Some of these children ended up with Jewish foster families while many ended up with Christian foster families. Same came from religious backgrounds and some came from non-religious backgrounds. While researchers in the past examined the impact of their religion on their adjustment as refugees, not many researched how life as a refugee and a foster child impacted their relationship with religion. To understand the lives of these children fully, historians must examine all parts, including their religious and cultural identities. Considering Nazis persecuted these children and their families for their religious and cultural identities, researchers must examine this to when studying these children and their experiences. When telling their stories, historians must include everything, especially the parts Nazis determined to end. How did they develop their religious and cultural identities considering everything happening in the world around them? How did British Christian culture affect their identity transformation? How did Nazi persecution influence their ideas about their Jewish identity, religion, and culture? The study examined this using a content analysis of 15 oral histories, a memoir, and the documentary film Into the Arms of Strangers. Each child's different life experiences impacted their different identities. This study was not meant to be generalized to the larger public and only meant to be the beginning of a larger study of other Kindertransport children. This particular study only focused on the specific experiences of those studied.
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Lindenberg, Cooperman Bruria. "Negotiating the divides: How adult children of Holocaust survivors remember their engagement with the popular culture of the 1950s." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6432.
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This dissertation examines how Jewish children of Holocaust survivors (COS), growing up in the 1950s in a small city in Ontario engaged with popular culture. Set within the context of a predominantly English-speaking Christian environment, this culture frequently did not represent them. It often excluded their knowledge and lived experiences and thus forced them to be silent. Utilizing an oral history approach, nine children of survivors were interviewed about their elementary school years and growing up in the fifties. The history of postwar Canada serves as the framework for how adults remember the meanings they made of their childhood experiences and how they incorporated these stories into the personal scripts of their lives. Their memories of childhood reflect the discourses that shaped them, discourses that are situated in the language and the images of a society and within the wider historical and social structure of that society. Individuals, however, do not fit into neat categories. Positioning their stories within the larger context of postwar Canada, while also accommodating the diverse meanings they made from their historical positions required a multi-disciplinary orientation. Therefore, a historical framework anchors the narratives and serves as a backdrop for the personal childhood memories of children of survivors. Specifically, the thesis draws on four areas of literature: the literature on children of survivors; cultural studies, which helps make sense of the variety of experiences, their relational character and the discourses through which they operate; various historical literatures which establish the historical context for the remembered accounts; and anti-racist education which provides some of the tools for analysis. Through their oral testimonies, we begin to see how, as children, they entered, mediated and often transformed the representations of television and the movies to create their own subjective and social possibilities. Their "narratives of redemption" enabled them to negotiate the divides between the representations of themselves and the representations of the popular culture around them.
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Altomonte, Jenna A. "The Postmemory Paradigm: Christian Boltanski's Second-Generation Archive." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1244047774.
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Fernandes, Luciane Bonace Lopes. "Pelos olhos da criança: concepções do universo concentracionário nos desenhos de Terezín." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09032016-145907/.
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A presente tese tem como objetivo geral investigar, a partir de uma perspectiva sócio-histórica, 367 trabalhos artísticos produzidos por 26 crianças, nascidas entre 1926 e 1938, que estiveram confinadas no campo de concentração nazista de Terezín, na República Checa, durante a Segunda Guerra Mundial, visando levantar outras informações sobre o universo concentracionário, perdidas, esquecidas ou não tocadas pelos sobreviventes. Objetiva também investigar como contextos violentos foram assimilados por essas crianças e quais estratégias simbólicas e narrativas elas desenvolveram para tematizá-los por meio da arte. Busca estabelecer diálogo entre sua produção e as concepções estéticas e pedagógicas promovidas pela Arte Moderna, pelo Movimento Escola Nova, tendências em voga no período de pré-ocupação nazista, e por Friedl Dicker-Brandeis, professora que orientou os trabalhos no campo. Os procedimentos metodológicos adotados na realização da pesquisa foram seleção e leitura de fontes escritas e análise de fontes de outras naturezas, como entrevistas, filmes e documentários. Partimos da hipótese de que esses desenhos possuem teor e valor testemunhal, sendo um outro testemunho do Holocausto, um registro poético pautado na percepção da criança sobre os eventos e em sua forma muito particular de expressá-los. Partimos também do princípio de que esses trabalhos artísticos expressam as imagens de seus pensamentos, seus medos, lembranças, sonhos e esperanças. A análise se pautou na bibliografia de autores que se dedicaram a compreender como e por que a criança desenha, e que desenvolveram suas teorias no contexto da Arte Moderna, do Movimento Escola Nova e da contemporaneidade. A análise do corpus da pesquisa indicou a presença exígua de trabalhos com temas ligados a eventos insistentemente citados pelos sobreviventes ou registrados em seus diários. Por outro lado, indicou a existência de um grupo considerável de trabalhos pautados em memórias anteriores à guerra e de outros dois grupos que têm como tema o campo de Terezín. O primeiro apresenta formas mais simbólicas e subjetivas para figurar a experiência concentracionária, que perpassam lugares, pessoas, cenas observadas e diferentes modos de representação do campo. O segundo grupo apresenta um viés mais objetivo, representacional, ligado à transmissão da experiência assimilada prioritariamente pelo sentido da visão. Notamos também que representações do campo de Terezín não aparecem nos desenhos das crianças nascidas entre 1933 e 1938. Os resultados, de modo geral, ampliam nossa compreensão sobre os eventos e demonstram a contribuição da arte infantil para a construção de outras narrativas sobre o universo concentracionário.This thesis has as main objective to investigate, from a socio-historical perspective, 367 artworks produced by 26 children, born between 1926 and 1938, which were confined at Terezín, a Nazi concentration camp, in the Czech Republic, during the Second World War, aiming to raise other information about the concentrationary universe, lost, forgotten or not touched by the survivors. It also aims to investigate how violent contexts were assimilated by these children and what symbolic and narrative strategies they have developed to thematize it through art. Seeks to establish dialogue between its production and the aesthetic and pedagogical concepts promoted by Modern Art, the New School Movement, trends in vogue in the Nazi pre-occupation period, and by Friedl Dicker- Brandeis, teacher who had supervised the artistic work in camp. The methodological procedures used in conducting the research were selection and reading of written sources and analyzing sources of other types, such as interviews, movies and documentaries. Our hypothesis is that these drawings have testimonial content and value, being another testimony of the Holocaust, a poetic record founded on the child\'s perception of the events and in his very particular way of expressing them. Also we assume that these artworks express the images of their thoughts, their fears, memories, hopes and dreams. The analysis was guided on the literature of authors who have dedicated themselves to understand how and why the child draws, and that developed theirs theories in the context of Modern Art, the New School Movement and the contemporary. The analysis of the research corpus indicated the meager presence of works with themes related to events repeatedly cited by survivors or recorded in their daily books. On the other hand, indicated the existence of a considerable group of work guided by memories of earlier the war and other two groups which have as subject the Terezín camp. The first presents more symbolic and subjective forms to figure the concentrationary experience that underlie places, people, observed scenes and different modes of representation of the field. The latter group presents a more objective bias, representational, connected to transmission of the experiment assimilated by the sense of sight. We also note that representations of Terezín camp does not appear in the drawings of children born between 1933 and 1938. The results, in general, expand our understanding of the events and demonstrate the contribution of child art for building other narratives about the concentrationary universe.
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Pretzl, Christine. "Sprache der Angst narrative Darstellung eines psychischen Phänomens in Kinder- und Jugendbüchern zum Holocaust." Frankfurt am Main Berlin Bern Bruxelles New York Oxford Wien Lang, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014594644&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA.
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Yocco, Caitlin A. "La Seconde Guerre mondiale et l'Holocauste dans la littérature en français pour enfants." Ohio University Honors Tutorial College / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1275578962.
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Chetel, Daniel W. "RECONCILING BRUNDIBÁR: PRACTICAL CONSIDERATIONS FOR PRODUCING HANS KRÁSA’S CHILDREN’S OPERA." UKnowledge, 2014. http://uknowledge.uky.edu/music_etds/22.
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Brundibár, the children’s opera by Czech composer Hans Krása (1899–1944), is the story of two children who go to town to seek some milk to help their sick mother. When they arrive the children are bullied by the Brundibár, a mean adult who plays the organ grinder and takes the children’s money. To fight back against the overbearing Brundibár the children seek the help of the town’s young people—along with three fairy-tale animals—to make the town square a safe place again.
The piece was performed in 1942 by the children of Prague’s Jewish orphanage, and then presented with child singers in the Terezín concentration camp 55 times during World War II. A performance of Brundibár was a central part of an International Red Cross visit to Terezín in 1944, and sections of the work were later included in a Nazi propaganda film. In 2003 a third version of work was produced with a new English adaptation of the text by Tony Kushner. The composer and many of the original performers were killed before the conclusion of the war; however, one survivor, Ela Weissberger, who performed the role of the Cat in the Terezín production, now lives in the United States and often visits productions to speak about her experiences and help contextualize the work.
Brundibár remains a moving and powerful work of art, both as a children’s opera and as a symbol of resistance against the Nazi regime, but it presents many logistical and artistic challenges to directors and producers who may be interested in mounting a production. This project will provide some background on the work, including the circumstances of its creation and performance history. It will then lay out the work’s unique performance challenges and offer practical solutions to make the process of designing, rehearsing, and performing Brundibár more accessible and effective.
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BAKER, JULIA K. "THE RETURN OF THE CHILD EXILE: RE-ENACTMENT OF CHILDHOOD TRAUMA IN JEWISH LIFE-WRITING AND DOCUMENTARY FILM." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1186765977.
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Chalmers, Jason. "The Canadianisation of the Holocaust: Debating Canada's National Holocaust Monument." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26170.
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Holocaust monuments are often catalysts in the ‘nationalization’ of the Holocaust – the process by which Holocaust memory is shaped by its national milieu. Between 2009 and 2011, the Parliament of Canada debated a bill which set out the guidelines for the establishment of a National Holocaust Monument (NHM), which ultimately became a federal Act of Parliament in early 2011. I examine the discourse generated by this bill to understand how the memory of the Holocaust is being integrated into the Canadian identity, and argue that the debate surrounding the NHM has been instrumental in the ‘Canadianisation’ of the Holocaust. I summarise my findings by placing them into dialogue with other national memories of the Holocaust, and identify three distinct features of Holocaust memory in Canada: a centrifugal trajectory originating in the Jewish community, a particular-universal tension rooted in multiculturalism, and a multifaceted memory comprising several conflicting – though not competing – narratives.
Monuments de l’Holocauste sont souvent des catalyseurs de la «nationalisation» de l'Holocauste – le processus par lequel mémoire de l'Holocauste est formé par son milieu national. Entre 2009 et 2011, le Parlement du Canada a débattre un projet de loi qui crée les lignes directrices pour la mise en place d'un Monument national de l'Holocauste (MNH), qui est finalement devenu une loi fédérale du Parlement au début de 2011. J'examine le discours généré par ce projet de loi pour comprendre comment la mémoire de l'Holocauste est intégrée dans l'identité canadienne, et soutien que le débat entourant le MNH a joué un rôle déterminant dans la «canadianisation» de l'Holocauste. Je résume mes conclusions en les plaçant dans le dialogue avec d'autres mémoires nationales de l'Holocauste, et d'identifier trois caractéristiques distinctes de mémoire de l'Holocauste au Canada: une trajectoire centrifuge d’origine dans la communauté juive, une tension particulière-universelle enracinée dans le multiculturalisme, et une mémoire à multiples facettes comprenant plusieurs récits contradictories – mais pas compétitifs.
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Landau, Ronnie S. "The Nazi holocaust." Thesis, Middlesex University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568726.
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The Nazi Holocaust represents an original, interdisciplinary contribution to the field of education, with special reference to the teaching of the humanities in general, and history in particular. Its claim to originality lies in its overall educational conception, in its approach to understanding and transmitting the memory' and lessons of the Holocaust and in its filling a palpable gap.2 Before the publication of my work, despite hundreds of volumes devoted at various levels to the subject - from fields as disparate as history, psychology, sociology, theology, moral philosophy, literature and jurisprudence - there was no single accessible, multidimensional volume for the many hundreds of teachers who were faced - often suddenly, as in the case of Britain - with the intimidating task of teaching this most complex of subjects; under-informed and under-resourced, they were often resigned to teaching it badly or not at all Those works that were available were either too simplistic,4 or were too narrowly focused, over-scholasticised and sometimes shrouded in mystification:5 they generally failed to take sufficient stock of the fact that the Holocaust had historical and ideological antecedents, such decontextualisation 6 being, perhaps, the single most glaring educational problem I identified; virtually all 'historical' works failed even to ask, let alone address, the serious moral and psychological questions raised by the subject,7 and - most seriously - often formed part of an extremist, partisan and The Nazi Holocaust represents an original, interdisciplinary contribution to the field of education, with special reference to the teaching of the humanities in general, and history in particular. Its claim to originality lies in its overall educational conception, in its approach to understanding and transmitting the memory' and lessons of the Holocaust and in its filling a palpable gap.2 Before the publication of my work, despite hundreds of volumes devoted at various levels to the subject - from fields as disparate as history, psychology, sociology, theology, moral philosophy, literature and jurisprudence - there was no single accessible, multidimensional volume for the many hundreds of teachers who were faced - often suddenly, as in the case of Britain - with the intimidating task of teaching this most complex of subjects; under-informed and under-resourced, they were often resigned to teaching it badly or not at all Those works that were available were either too simplistic,4 or were too narrowly focused, over-scholasticised and sometimes shrouded in mystification:5 they generally failed to take sufficient stock of the fact that the Holocaust had historical and ideological antecedents, such decontextualisation being, perhaps, the single most glaring educational problem I identified; virtually all 'historical' works failed even to ask, let alone address, the serious moral and psychological questions raised by the subject,7 and - most seriously - often formed part of an extremist, partisan and passionate literature, seemingly unable or unwilling to grapple with its broader educational meaning [a meaning that I would argue in my book went way beyond the world of its Jewish victims]. My work set out to make good these shortcomings, and to attempt a breakthrough in the transmission of its most salient messages for all. In a clear, educationally provocative, yet scholarly fashion, I sought to mediate between a vast, often unapproachable literature, and the hard-pressed teacher and student who wrestle with its meaning. By examining it from different disciplinary perspectives, I also wanted to demonstrate that no one discipline can claim an educational monopoly on this subject. My work aimed to break new ground in the educational sphere by locating the Holocaust within a number of historically important and educationally desirable contexts: namely Jewish history, modem German history, genocide in the modem age, and the larger story of human indifference, bigotry and the triumph of ideology over conscience. It examined the impact and aftermath of the Holocaust, considering its implications not only for the surviving Jewish world (including the State of Israel)9 but for all humanity. In such a highly-charged emotional and intellectual arena, my work aimed, uniquely, to strike an enlightened balance between various Scyllas and Charybdises, standing, as it were, in the educational and historiographical crossfire of often diametrically opposed views. The philosophical starting-point of my work is that the Holocaust, though unquestionably a unique historical event, should not be cordoned off from the rest of human experience and imprisoned within the highly-charged realm of 'Jewish experience' . It offers a new educational perspective by stressing that the attempt to understand even so appalling a tragedy as the Holocaust is, like all good education, ultimately about the making, and not the breaking, of connections. In short, the Holocaust as educational theme is both unique and universal.
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Hardman, Anna V. "Gender and the Holocaust: interpreting the Holocaust testimonies of Kitty Hart-Moxon." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497473.
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Jilovsky, Esther Sarah. "Generations of Holocaust journeys." Thesis, University of London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537497.
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Spector, Karen. "Framing the Holocaust in English Class: Secondary Teachers and Students Reading Holocaust Literature." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1116257818.
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Thesis (Dr. of Education)--University of Cincinnati, 2005.Title from electronic thesis title page (viewed Oct. 3, 2006). Includes abstract. Keywords: Holocaust; Multicultural literature; Response to literature; Holocaust literature. Includes bibliographical references.
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Wong-Lifton, Anyi. "Multinational Manga Memories: Osamu Tezuka’s Postwar Japanese Critique of Nationalism in Message to Adolf." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1196.
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Manga masterpiece Message to Adolf’s fictional narrative intertwines the Holocaust, romance, espionage, and friendship in its international World War II-focused narrative. Using theory on nationalism and Japanese memories of WWII, this thesis argues the violence the characters initiate and suffer blurs lines between perpetrator, hero, and victim to critique the power of nationalism. Its message concerning the danger of nationalism is as applicable for global audiences now as when it was published in 1985.
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Leggett, Katie Rebecca. "Reconsidering otherness in the shadow of the Holocaust : some proposals for post-Holocaust ecclesiology." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/10595.
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This dissertation combines a sustained reflection on the European and North American Post-Holocaust theological landscape with the themes of otherness, exclusion, and identity. The study aims to offer a constructive contribution toward ecclesiology in a post-Holocaust world riven with a rejection of otherness. The consensus among Holocaust scholars is that the moral failure of the churches to engage on behalf of the vast majority of victims of the Third Reich evinces a profound sickness at the heart of the Christian faith. Both Holocaust theologians and ecclesial statements have made notable strides towards diagnosing and curing this illness through proposals to radically reshape Christian theology in the shadow of Holocaust atrocities. However, rarely have these proposals outlined revisions in the realm of practical theology, specifically relating to ecclesiology and how the Christian community might live as church in the post-Holocaust era. This study conducts an interdisciplinary analysis of dominant trends within post-Holocaust theology through the hermeneutical lens of the propensity to abandon, dominate, or eliminate the Other. It argues that the leitmotif of post-Holocaust proposals for revision, i.e. the refutation of antisemitism and a renewed emphasis on Christian/Jewish solidarity, is potentially an exacerbation of the problem of otherness rather than a corrective. Chapter one cultivates a conceptual lens of a rejection of otherness, highlighting its pervasiveness and its deleterious implications for Christian churches. Chapter two surveys a wide range of post-Holocaust ecclesial statements as well as reflections by Holocaust theologians in order to portray the churches’ own perception of their role during the Holocaust and how they have begun to reformulate Christian theology and practice in this light. Chapter three analyzes three dominant trends that come to light when the post-Holocaust landscape is assessed through the lens of otherness. Chapter four explores dynamics of Christian and ecclesial identity as a framework for the cultivation of multi-dimensional identities which make space for the Other. Finally, chapter five will briefly envision some ecclesial characteristics and practices that might better equip churches with the moral resources to resist a rejection of otherness and build an ethical responsibility for the Other into the core of ecclesial identity.
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Faber, Jennifer A. "HOLOCAUST MEMORY AND MUSEUMS IN THE UNITED STATES: PROBLEMS OF REPRESENTATION." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1114120239.
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Kemptner, Dorothy Jeanine. "Sleeping Beauty and Her Many Relatives." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/mcl_theses/8.
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The Grimm Brothers’ Little Briar-Rose is a beloved fairytale, which is more commonly known as Sleeping Beauty. What began as a Volksmärchen, is now a world famous and beloved Kunstmärchen. The Brothers collected and adapted the tale, incorporating their own literary style, helping to develop a literary Germanic cultural history. In this thesis I analyze how the tale evolves from the original oral tale to the literary story, and how various perspectives of culture and authors, with particular audiences in mind, adapt their versions. Historical background of the Grimms and their influences, an analysis of how the story was revised by the Grimms in the 1812 and 1857 editions, how American children’s versions compare to the Grimms’ version and how Jane Yolen’s version of Sleeping Beauty meets the structural and cultural expectations of the Grimms’ tale are examined.
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Stevenson, Mariela Jane. "Dramatic narratives and the holocaust." Thesis, University of Glasgow, 1998. http://theses.gla.ac.uk/781/.
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This thesis analyses dramatic and historical narratives about the Holocaust. Primarily, it focuses on Israeli, German and Austrian writers from the time of the Final solution (1941) to the mid 1990s. In particular, I will highlight how the 'trauma' of the Holocaust has influenced collective identity in these countries and how writers have either affirmed or deconstructed narratives of history and identity which have emerged since World War Two. To understand fully the various narratives which have developed, it is important to refer to the artistic achievements both of the victims of National Socialism and the survivors whose accounts are often at variance with narratives typical of Israeli and German writers. Chapter One, therefore, is a detailed account of how those who were experiencing Nazism first hand interpreted their situation in contrast to how those in exile or in Palestine emplotted the atrocity stories from Europe. The rest of the thesis charts how narratives of the Holocaust are subtly re-figured according to political Zeitgeist - what Walter Benjamin called Jetztzeit, the blasting of history out of its continuum to service contemporary political needs. This thesis aims to show that narratives and representations of the Holocaust both in Israel, Germany and Austria mutate according to contemporary events. Today, whilst it is generally agreed that there is no such thing as an objective, concrete past, and that historic events are called upon to help interpret current complexities, the Holocaust in Israel and the Germanies has been consciously deployed to shape interpretations of present considerations by revisionism. This has caused consternation among many in the Jewish community who assert that, as the Holocaust is a unique event, to use it for analogous discussion denigrates the memory of the victims. Others maintain that the Holocaust is but one example of human depravity and holds many lessons for the contemporary world. This thesis asks whether the Holocaust can be viewed simultaneously both as a typical and an atypical event without denigrating the victims or generating simplistic analogies.
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Menon, Chitra Lekha. "Holocaust themes in Israeli art." Thesis, SOAS, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313818.
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O'Brien, Susan. "English Catholics and the Holocaust." Thesis, University of Winchester, 2016. http://repository.winchester.ac.uk/374/.
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Allwork, Larissa Faye. "Holocaust memory for the Millennium." Thesis, Royal Holloway, University of London, 2011. http://nectar.northampton.ac.uk/4981/.
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Holocaust Memory for the Millennium fills a significant gap in existing Anglophone case studies on the political, institutional and social construction of the collective memory of the Holocaust since 1945 by critically analysing the causes, consequences and 'cosmopolitan' intellectual and institutional context for understanding the Stockholm International Forum on Holocaust Education, Remembrance and Research (26th January - 28th January 2000)
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Winkler, Christina. "The Holocaust in Rostov-on-Don : official Russian Holocaust remembrance versus a local case study." Thesis, University of Leicester, 2015. http://hdl.handle.net/2381/37247.
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This thesis provides a complex and in-depth analysis of Russian Holocaust remembrance on the level of memory politics and its manifestations that is contrasted with a local case study on Rostov-on-Don using oral history interviews and archive research. In a first step the thesis delivers an analysis of the Russian post-Soviet public treatment of the Holocaust and what share remembrance of the katastrofa has within remembrance of World War II in Russia. Drawing on approaches from Halbwachs, Assmann and Welzer on communicative and multigenerational memory research as well as historical studies it is furthermore demonstrated how the largest mass killing of Jews on Russian territory is remembered by different generations of Rostovians today and how this private representation of World War II and the Holocaust contrasts with public forms of remembrance. Above all, the thesis provides new facts about the Holocaust in Rostov-on-Don by introducing previously unexamined eyewitness accounts. In doing so, the thesis illustrates that a tradition of privileging perpetrator sources in previous western studies has worked to the detriment of research on the events in occupied Rostov, for which we have relatively more first-hand testimony. The thesis thereby adds an important contribution to the discourse surrounding the blank spots in the Russian memory of World War II.
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Liu, Dan. "Holocaust representation in Art Spiegelman's Maus." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2456309.
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Latimer, Shana. "In Their Words: Women's Holocaust Memoirs." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/english_theses/129.
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Sara Tuvel Bernstein’s The Seamstress and Rena Kornreich Gelissen’s Rena’s Promise: A Story of Sisters in Auschwitz, both Holocaust memoirs, offer insight into the rise of violent anti-Semitism prior to World War II and the authors’ experiences in concentration camps. The purpose of this project is to better understand the unique trauma women experienced during the Holocaust and the impact of that trauma on their literary responses.
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Crownshaw, Richard Steven. "Tracing Holocaust memory in American culture." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324205.
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This doctoral thesis examines literary representations of the Holocaust by Saul Bellow, Thomas Pynchon and Paul Auster, and maps the relation between memory and narrative elicited from literature onto American museums, memorials and monuments. This research argues that the ramifications of the trauma originally felt by Holocaust witnesses resonate in the American collective memory, and its literary and architectural forms, that seeks to remember on behalf of those witnesses. The consequent traumatic disruption of literary and architectural narratives can be identified, using various appropriated psychoanalytical concepts, and Holocaust memory traced as it eludes, and irrupts in, the cultural forms that try to remember it. Establishing the dynamics of collective memory allows the cultural significance of Holocaust remembrance to be investigated, especially in relation to the memories and ethnic identities of survivors that are subsumed by an Americanised version of the past. By way of a conclusion, although this thesis points to the problematisation of historical representation, it also challenges notions of the Holocaust's unrepresentability common to much postmodern thought. It searches for a methodology of memorialisation or at least identifies where blocks to mourning could be removed from the American cultural landscape.
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Brice, James Stuart. "German Holocaust Literature: Trends and Tendencies." [S.l. : s.n.], 2005. http://nbn-resolving.de/urn:nbn:de:bsz:352-opus-58461.
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Waxman, Zoë Vania. "Writing the Holocaust : identity, testimony, representation /." Oxford ; New York : Oxford University Press, 2006. http://catalogue.bnf.fr/ark:/12148/cb41056871t.
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Jinks, Rebecca. "Representing genocide : the Holocaust as paradigm?" Thesis, Royal Holloway, University of London, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633049.
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This thesis addresses how far the Holocaust and its representation have influenced the representation of other genocides, focusing specifically on the Armenian, Cambodian, Bosnian, and Rwandan cases. At the same time, it also considers how western publics might interpret and respond to these representations, and with what effect. Using literature, film, photography, and memorialisation, the thesis argues that we can only understand the Holocaust's status as a 'benchmark' for other genocides if we look at the deeper, structural resonances which subtly shape many representations of genocide - thereby countering much of the existing literature, whose focus is on explicit references to the Holocaust and the surrounding identity politics. The thesis is divided into five sections, which explore: how genocides are recognised as such by western publics; the representation of the origins and perpetrators of genocide; how western witnesses represent genocide; representations of the aftermath of genocide; and western responses to genocide. Throughout, it distinguishes between 'mainstream' and other, more nuanced and engaged, representations of genocide. It argues that these mainstream representations - the majority - largely replicate the representational framework of the Holocaust, including the way in which mainstream Holocaust representations resist recognising the rationality, instrumentality and normality of genocide, preferring instead to present it as an aberrant, exceptional event in human society. By contrast, the more engaged representations - often, but not always, originating from those who experienced genocide - tend to revolve around precisely genocide's ordinariness, and the structures and situations common to human society which contribute to and become involved in the violence.
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Richardson, Alasdair John. "Holocaust education : an investigation into the types of learning that take place when students encounter the Holocaust." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/6595.
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This study employs qualitative methods to investigate the types of learning that occurred when students in a single school encountered the Holocaust. The study explored the experiences of 48 students, together with two of their teachers and a Holocaust survivor who visited the school annually to talk to the students. A thematic analysis was conducted to identify prevalent similarities in the students’ responses. Three themes were identified, analysed and discussed. The three themes were: ‘surface level learning’ (their academic knowledge and understanding of the Holocaust), ‘affective learning’ (their emotional engagement with the topic) and ‘connective learning’ (how their encounter with the Holocaust fitted their developing worldview). The first theme revealed that students had a generally sound knowledge of the Holocaust, but there were discrepancies in the specifics of their knowledge. The second theme revealed that learning about the Holocaust had been an emotionally traumatic and complicated process. It also revealed that meeting a Holocaust survivor had a significant impact upon the students, but made them begin to question the provenance of different sources of Holocaust learning. The third theme showed that students had difficulty connecting the Holocaust with modern events and made flawed connections between the two. Finally, the study examines the views of the Holocaust survivor in terms of his intentions and his reasons for giving his testimony in schools. The study’s conclusions are drawn within the context of proposing a new conceptualisation of the Holocaust as a ‘contested space’ in history and in collective memory. A tripartite approach to Holocaust Education is suggested to affect high quality teaching within the ‘contested space’ of the event.
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Lawson, Matthew. "Scoring the Holocaust : a comparative, theoretical analysis of the function of film music in German Holocaust cinema." Thesis, Edge Hill University, 2016. http://repository.edgehill.ac.uk/8840/.
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Holocaust representation in film has received much academic attention, with a focus on how cinematography and the narrative may assist our memorialisation process. One aspect of film which has received little academic attention, however, is the issue surrounding the musical accompaniments of such films. The musical score often goes unnoticed, but may also contain emotional qualities. It can make an audience laugh, cry or alter their perception of the narrative. The three countries of East, West and reunified Germany have each attempted to engage with the Holocaust, including through the medium of film. They have done so in contrasting ways and to varying degrees of effectiveness. The opposing political, social and cultural environments of East and West Germany outweighed their geographical proximity. Likewise, reunified Germany developed a third, divergent approach to Holocaust engagement. This thesis combines three key existing fields of academia: film music theory, Holocaust representation in film, and German politics, history and culture. Through comparative textual analyses of six film case studies, two each from East, West and reunified Germany, this thesis examines whether there are examples of similarities or inherent, reoccurring musical characteristics which define the Holocaust on screen. Furthermore, the six analyses will be supported by contextual examinations of the respective countries, directors and composers in order to ascertain whether there were political, cultural and/or social considerations which impacted upon the film scores. The original contribution to knowledge to which this thesis lays claim is that it forms the first significant scholarly engagement with not only the film music of German Holocaust cinema specifically, but, on a broader scale, the ongoing theoretical discourse surrounding film music and representation. This new contribution to Holocaust knowledge also extends to a continued development of the understanding of and engagement with the event and its audio-visual representations.
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Németh-Jesurún, Nancy. "The third life sixteen Holocaust survivors in El Paso /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Pieper, Katrin. "Die Musealisierung des Holocaust : das Jüdische Museum Berlin und das US Holocaust Memorial in Washington DC; ein Vergleich /." Köln ; Weimar ; Wien : Böhlau, 2006. http://swbplus.bsz-bw.de/bsz121991644rez.pdf.
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Burgsmüller, Nike. "Retterinnen und Retter im Holocaust : eine Motivationsanalyse /." Zürich : Hochschule für Angewandte Psychologie, 2004. http://www.hapzh.ch/pdf/2s/2s0779.pdf.
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Thiele, Martina. "Publizistische Kontroversen über den Holocaust im Film." [S.l. : s.n.], 2001. http://deposit.ddb.de/cgi-bin/dokserv?idn=963186949.
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Baum, Susan. "Holocaust survivors : successful lifelong coping after trauma." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0020/NQ46316.pdf.
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