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Perry-Whittingham, Michael. "Remembering the Holocaust : teachers' narrative choices and students' historical thinking." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32119.
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This study investigated teachers' narrative choice and students' historical
thinking. The research examined the influence of varying curriculum materials, including
a graphic novel, feature film and discovery trunk, on student thinking about the
Holocaust. The study was conducted in three social studies 11 classes, taught by the
researcher, in an urban public secondary school. Data used in the study consisted of
student essay samples and informal classroom observations. The study's findings
revealed that students' thinking about the Holocaust was multi-dimensional and fairly
complex. Students' thinking, at the end of the unit, was categorized into themes:
preservation of Holocaust artifacts and relics, the use of museums as sites of memory,
learning lessons from the Holocaust about humanity, and the intrinsic moral weight of
the Holocaust as a historical event. The use of varied resources did not provide
substantial evidence of differentiated historical understanding, but there was some
evidence to suggest that the varied resources impacted student understanding on a
general level. In light of these findings the thesis concludes that studying the Holocaust
is a valuable topic for students because they will find the narratives compelling, confront
personal moral frames and benefit from thinking through the historical complexity of the
Holocaust.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Johansson, Ellinor. "Gymnasieelevers förståelse och upplevelser av Förintelsen i historieundervisningen." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67326.
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This study focus is on pupils historical understanding of the Holocaust. The main purpose and question in this study is to answer what types of work methods and materials pupils used in Holocaust education in historical class. The method used is an survey on 136 high school’s pupils in Sweden for receiving a better understanding of what historical use of Holocaust pupils meet in historical class. The analyze of the material from the survey focused on four out of seven historical uses based on the historian Klas-Göran Karlsson’s typology on the uses of history, those are ideological, moral, political-educational and scientific use. The theory is used for analysing how pupils encounter the holocaust in the historical classroom. Results from the survey show that pupils meet a variation of historical information and facts is used throw how and what pupils work with the Holocaust. All four of the historical use of history could be seen in the results, but above all the scientific use and the ideological use. The scientific use of the Holocaust focuses on factors and relationship between causal factor and outcome. The ideological use of the Holocaust focuses on the understanding of democratic and human values. The study reveals that no historical use is dominant in the different classes, that means the individual meeting whit information about the Holocaust and pupil has an important value in what type of understanding and historical use the pupil have of the Holocaust.
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Wittmann, Rebecca Elizabeth. "Holocaust on trial?, the Frankfurt Auschwitz trial 1963-1965 in historical perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ63679.pdf.
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Andersson, Mikaela. "Att ta ansvar för historien : Elevers historiska tänkande kring Förintelsen." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78995.
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The Holocaust is an important part of Swedish history teaching. It tends to exemplify human rights violations and has become a means to educate students to be better citizens. Swedish studies have often focused on students’ historical consciousness. This study aims to examine students’ historical thinking about the Holocaust. Three questions are addressed; how students express substantive knowledge, how students express procedural concepts, and how do students express moral aspects about the Holocaust. The material was created during the authors’ teaching practice (in Swedish VFU) and consists of 28 students’ texts. To analyze the material qualitative content analysis was used. Procedural concepts such as continuity and change, cause and consequence, historical agency and, moral aspects, were also used as tools to interpret students’ texts about what was the cause of the Holocaust. The results show that students made implicit references to different procedural concepts when describing how the Holocaust happened. Students often referred to anti-Semitism, Adolf Hitler, and the developed train system as causes for the Holocaust. They tended to understand Hitler as the founder of anti-Semitism and Nazism. He was described to convince the German people to vote for him. Structures and agency of other actors, therefore, disappeared leading to a shallow understanding of the Holocaust. The author of the study argues for a Holocaust education that uses Alice Pettigrews’ concept of “powerful knowledge” and Gert Biestas’ notion of qualification, socialization, and subjectification, to develop students’ moral and civic understanding.
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Avery, Maria R. "Preserving memory at Auschwitz : a study in Polish-Jewish historical memory /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1516.html.
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Thesis (M.A.)--Central Connecticut State University, 1999.<br>Thesis advisor: Stanislaw Blejwas. " ... in partial fulfillment of the requirements for the degree of Master of Arts." Includes bibliographical references (leaves 131-134).
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Taylor, James Leigh. "From Weimar to Nuremberg a historical case study of twenty-two Einsatzgruppen officers /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1161968385.
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Melchers, Alma Louise Sophia. "Cinema plays history : National Socialism and the Holocaust in counterfactual historical films of the twenty-first century." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/14340.
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Inspired by 2009 pastiche Inglourious Basterds (US/DE), my research presents counterfactual historical film, firstly, as a marginalised type of film: the 2000s and 2010s have seen an abundance of overtly fictional films which do not intend to represent the past but nonetheless playfully refer to imageries of National Socialist and Holocaust history. These films have so far been neglected by historical film studies which, despite a consensus not to judge films according to their factual accuracy, tend to focus on genres close to historiography. My research considers as historical films the counterfactual parodies Churchill: The Hollywood Years (GB 2004) and Mein Führer: Die wirklich wahrste Wahrheit über Adolf Hitler (DE 2007), as well as Inglourious Basterds and, in a brief conclusion, Nazi zombie films. In this sense, counterfactual historical film is, secondly, a research approach which suggests reconfiguring academic definitions of the field of history and film and historical film. Assuming that historical film never visualises past reality but engages with a history that is always already medialised, I propose that the above films despite their counterfactual plots embark on a visual historical discourse, and what is more reflect upon cinema and history in their own enlightening ways. My analyses show how twenty-first century counterfactual historical films revise Nazi and Holocaust visual history, and how they describe National Socialist history as visually constructed and historical Nazism as an eclectic amalgamation drawing on fictional as well as factual media sources. In regard to the present, they explore tensions between popular and academic culture through the dissolving binaries of fiction film and historiographical fact, and propose to recognise the reciprocity of media representation and actual past as an object of research in its own right. My research demonstrates the value of cinema's playful engagement with history as a potential contribution to the theory and practise of historical film studies.
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Lechintan, Adela A. "Cinematic Reverberations of Historical Trauma: Women's Memories of the Holocaust and Colonialism in Contemporary French-Language Cinema." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1315504205.
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Stenvall, Martin. "Förintelsen i gymnasieskolans läroböcker -En läroboksanalys om Förintelsens framställning i läroböcker för Lpf 94 och Lgy 11." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75123.
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The main purpose of this paper is to examine how the Holocaust is presented in textbooks, and if there are any differences in the textbooks since the Holocaust got more attention in the Swedish society. Six different textbooks, written for the two latest curriculums, are the empirical material for this study. They have been analyzed by using Ammerts theoretical perspective about four different ways of presenting the content in textbooks, and historical culture. The method for this study is a qualitative text analysis. The analysis shows that textbooks seem to have simplified presentations of the Holocaust. In the textbooks for the latest curriculum, the Holocaust is presented as a historical event that could be compared with other events in the past. Another difference is that authors for the newer textbooks presents the content by using values. The content about the Holocaust in the newer textbooks has also expanded. One possible reason could be that the authors would like to offer a more detailed explanation of the Holocaust. Another motive may be that generations that grew up after genocide has occurred see themselves as responsible to provide something similar to happen again. In relation to other countries, the historical culture in Swedish textbooks is different. It seems to be typical for Swedish textbooks to present how the Jews and other minorities were affected by the Holocaust. This could lead to make the students understand the value of the Holocaust, and preserve its place in the historical culture that exists in our society.
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Katz, Doran A. "A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752006.
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<p> A study of the Holocaust is a challenging task. Schools often dedicate little time to the study of the subject, and teachers are often largely unprepared in regard to their content mastery of the subject, as well as the appropriate pedagogical tools to help guide students through the study of intellectually and emotionally difficult material. Whereas best practice in the field of Holocaust education prescribes the use of primary sources in the teaching of the Holocaust, few studies exist which explore the ways in which teachers select and implement primary sources in their teaching of the Holocaust and the impact it has on what students come to understand about the event. </p><p> A case study of one tenth grade World History II classroom provided qualitative data to help explore the ways primary sources were used in the teaching of the Holocaust. This research describes the relationship between the use of primary sources in this classroom and the development of historical thinking skills among students. The data interpreted in this study indicated that the curation choices of the teacher influenced what students came to know and understand about the Holocaust. Additionally, students demonstrated an ability to develop and practice lower order historical thinking skills related to sourcing, as a result of their use of primary sources in a study of the Holocaust. </p><p> Findings emerged which indicated that the teacher and her students had unique relationships to the content of the Holocaust and to the study of history more broadly. This study offers insight into the intersections of difficult knowledge, Holocaust education, social studies pedagogy, source curation, and discussions of the skills necessary to learn history meaningfully and critically.</p><p>
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Ferrero-Regis, Tiziana. "Public history, private memories: Historical imagination in the new Italian cinema 1988-1999." Thesis, Griffith Univeristy, 2003. https://eprints.qut.edu.au/92669/1/My%20PhD.pdf.
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The concern with the following arguments started during a study of national and international cinemas, from the desire to account for a cinema that internationally was doing well, but was undervalued domestically. The aims were to account for the renewal of Italian filmmaking from 1988, the New Italian cinema, and understand the conditions behind this renewal.
The thesis identifies in the historical theme and in the recurrence of features from Italian cinema history elements of coherence with previous cinema production. The first consideration that emerges is that a triangulation between a new generation of filmmakers, their audience and recent history shaped the recovery of Italian cinema from 1988. A second consideration is that no discussion of Italian cinema can be separated from a discussion of that which it represents: Italian society and politics. This representation has not only addressed questions of identity for a cohort of spectators, but on occasions has captured the attention of the international audience.
Thus the thesis follows a methodologic approach that positions texts in relation to certain traditions in Italian filmmaking and to the context by taking into consideration also industrial factors and social and historical changes. By drawing upon a range of disciplines, from political history to socio-psychological studies, the thesis has focussed on representation of history and memory in two periods of Italian film history: the first and the last decade of twentieth century. The concern has been not so much to interpret the films, but to understand the processes that made the films and how spectarors have applied their knowledge structures to make meaning of the films. Thus the thesis abstains from ascribing implicit meanings to films, but acknowledges how films project cultural contingencies. This is beacause film is shaped by production conditions and cultural and historical circumstances that make the film intelligible. As Bordwell stated in Making Meaning, "One can do other things with films besides 'reading' them" (1989, p. xiii).
Within this framework, the thesis proposes a project that understands history films with the norms that govern Italian filmic output, those norms that regulate conditions of production and consumption and the relation between films from various traditions.
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Hommet, Stanislas. "Histoire et mémoire dans l'enseignement secondaire en France : les modes de pensées de lycéens face à la Shoah : expérience muséale, émotion, conscience historique." Thesis, Lille 3, 2017. http://www.theses.fr/2017LIL30033/document.
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Cette thèse s’attache à questionner les modes de pensée de lycéens face à un passé douloureux, la Shoah. Pour cela, j’ai rencontré deux groupes d’élèves dans deux lycées du département du Calvados, à Honfleur et à Caen. Dix-sept jeunes âgés de 17 à 19 ans se sont portés volontaires pour participer à des focus group au lycée mais également pour visiter l’espace génocide et violence de masse du Mémorial de Caen. Cette visite fut menée avec des lunettes dotées de caméras, des eye-trackers et des entretiens de groupe furent organisés après la visite. Cinq mois plus tard, j’ai pu rencontrer à nouveau les élèves et leur présenter leur film de visite et recueillir leurs impressions et ressentis de visite.Le protocole de recherche pensé a permis d’obtenir des données inédites sur un temps long. Verbatim des entretiens de groupe au lycée, verbatim des focus au musée, après la visite de l’exposition, et entretiens individuels cinq mois après la visite.Trois questions sont au centre de cette thèse : - Quel est le mode de pensée des jeunes face à la Shoah depuis la classe jusqu’au musée ? - Quel type d’expérience de visite pouvons-nous identifier ? - Quelle conscience historique des lycéens ?<br>This thesis attempts to question the ways of thinking of high-school pupils about a painful past, Shoah. For that, I met two groups of pupils in two high schools of the department of the Calvados, in Honfleur and Caen. Seventeen youth aged from 17 to 19 years came voluntary to take part in focus group at the high school but also to visit the exhibition « genocide and violence of mass » of the Memorial of Caen. This visit was carried out with eye-trackers and took part in focus group organized after the visit. Five months later, I could meet the pupils again and present to each of them the film of their own visit and collect their impressions and feeling about their visit. This protocol of research made it possible to obtain new data over a long time.Three questions are in the center of this thesis : - Which is the way of thinking of the young people about Shoah since the class to the museum ? - Which type of visiting experience can we identify ?- Which historical consciousness for the high-school students ?
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Wibaeus, Ylva. "Att undervisa om det ofattbara : En ämnesdidaktisk studie om kunskapsområdet Förintelsen i skolans historieundervisning." Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42972.
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The main purpose is to study the meaning that teachers give the Holocaust as a field of knowledge; the subsequent nature of their teaching; and how it is understood by the students. In connection to this, the purpose is also to discuss the potential of developing a historical consciousness among the students as well as the possibility of bringing insights into the importance of fundamental democratic values. The intentions described by the teachers when teaching the Holocaust as a field of knowledge vary relatively much. Five main themes are found that show these variations. These are: “Never again!”; “Not only the Holocaust!”;“Think critically!”; “Understand the psychology of man!” and “Realize the value of democracy!” Common to the first two themes is the teachers' intention to inform students about crimes against humanity during the Nazi rule and/or under communist regimes. These teachers are mainly using tools that illustrate the horrific aspects of the crimes, focusing on the victims and the perpetrators. The three following themes differ from the first two as they focus the teaching on the steps to Auschwitz, instead of on the Holocaust itself. The intention here is to create an understanding of factors that can contribute to an explanation of what made the Holocaust possible. The concept of a historical consciousness is not expressively used or explained in the teaching, although it is obvious that some of the teachers expect their students to think in the dimensions of the past, the present and the future, as well as understand the relation between these dimensions.
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Curi, Fabiano Andrade 1971. "Maus de Art Spiegelman : uma outra historia da Shoah." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270246.
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Orientador: Fabio Akcelrud Durão<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-13T07:42:00Z (GMT). No. of bitstreams: 1
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Previous issue date: 2009<br>Resumo: Este texto tem o objetivo de apresentar a obra Maus, de Art Spiegelman, como uma nova forma de transmissão dos traumas da Shoah. Com a proximidade do fim das gerações de sobreviventes, as atenções se voltam para produção daqueles que tiveram contato indireto com a tentativa de aniquilamento de judeus nos campos de extermínio nazistas. Nesse grupo encontra-se o autor da obra que analisamos com um livro no formato de quadrinhos absolutamente inovador não só entre os testemunhos, mas também entre os próprios quadrinhos. A composição de textos e desenhos feita por Spiegelman enfrenta as mesmas limitações de outras obras de testemunhos diretos ou indiretos ao tentar narrar o que não se narra, mas traz elementos bastante interessantes na representação artística da memória, como a adequação dos relatos ao espaço dos quadros, as feições antropomórficas dos personagens e toda a discussão sobre a obra dentro dela mesma. Além disso, Maus traz uma série de experiências nesse tipo de literatura ao justapor a história de sobrevivente de Auschwitz narrada pelo pai com a sua própria vida de filho de sobrevivente com as difíceis implicações dessa situação. Dessa forma, Spiegelman trabalha em diferentes níveis de narrativa, alternando e relacionado biografia e autobiografia.<br>Abstract: This text aims to present the Art Spiegelman's work, Maus as a new way of transmitting the traumas of the Shoah. With the generations of survivors coming to an end, the attention has turned to the production of the new generations, who have had indirect contact with the attempt of annihilation of Jews in the Nazi?s extermination camps. In this group, there is the author of the work that we look with a comic book format that is absolutely innovative, not only among the Shoah?s narratives, but also among the comics itself. The composition of texts and drawings made by Spiegelman faces the same limitations that other important testimonies direct or indirect have on trying to tell what cannot be told, but has very interesting elements in the artistic representation of the memory and the suitability of reporting the area of the drawings, the anthropomorphic features of the characters and the whole discussion on the work inside itself. Moreover, Maus has a lot of experiences in this type of literature when juxtapose the story of an Auschwitz survivor narrated by his father with his own life as the son of a survivor with the difficult implications of this situation. As a result, Spiegelman works in different levels of narrative, alternating and linking biography and autobiography.<br>Mestrado<br>Mestre em Teoria e História Literária
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Gamoran, Jesse. "“I had this dream, this desire, this vision of 35 years – to see it all once more...”The Munich Visiting Program, 1960-1972." Oberlin College Honors Theses / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1483517620887328.
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Miguez, Selayarán Gianina Tamara. "Teaching the Holocaust with survivor testimonies. : Survivor testimonies and the absence of victims’ voices in Uruguayan and Argentinian syllabi and textbooks on the Holocaust." Thesis, Uppsala universitet, Historiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-400467.
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The aim of this research is to analyse whether the educational materials available to teachers of history at secondary level in Uruguay and Argentina, are appropriate for the objective of teaching the Holocaust through the emotional engagement of students with the content. More specifically, I argue that witness testimonies, when they are included in the materials and used as providers of meaning and insight, in complement to the historian narratives and not merely as decoration, have the potential to produce effective and durable learning through emotional engagement. This assessment is justified by Kieran Egan’s theory of education, which advances a cognitive development model that identifies stages determined by the tools of cognition that are most effective at the time. The stages corresponding to secondary level education highlight the value and effectiveness a humanized approach rooted in conceptual categories that allow the creation of schemas can have. This research will analyse syllabi and textbooks to verify whether these tools of cognition are engaged, through testimony, to provide meaningful learning. The method chosen to conduct this research is content analysis, which is used to test for the absence or presence of specific codes in texts. The results of this research yielded the conclusion that the materials fail to take advantage of witness testimony to provide emotional engagement, which contributes to the silencing of the voices of the victims in the narrative of the Holocaust.
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MacDonald, David Bruce. "Balkan holocausts? : comparing genocide myths and historical revisionism in Serbian and Croatian nationalist writing, 1986-1999." Thesis, London School of Economics and Political Science (University of London), 2001. http://etheses.lse.ac.uk/1652/.
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This thesis explores, from both a theoretical and practical basis, how and why Serbian and Croatian nationalist elites used victim centred propaganda to legitimate new state creation during the collapse of Communist Yugoslavia (1986-1999). This often involved applying imagery from the Jewish Holocaust, with overt comparisons between Jewish suffering and the imagined genocides of Serbs and Croats. Chapters 'One' and 'Two' discuss why a rhetoric of victimisation and persecution has been an enduring aspect of national identity, from the ancient Hebrews onwards. This theoretical section develops a model for analysing nationalist teleology, comprising a Golden Age, a Fall from grace, and a Redemption. It also provides a critique of nationalism theory, analysing its successes and failures in understanding the importance of victim centred propaganda and the Holocaust in nationalism writings. Chapters 'Three' to 'Nine' examine how a fear of genocide was used by Serbian and Croatian nationalists to push their people into wars of "self defence". Through a detailed examination of primary source material, these chapters dissect many of the arguments advanced during the conflicts in, Kosovo, Croatia, and Bosnia-Hercegovina. Important comparisons can be made about how history was revised and what purpose these revisions served. Serbian and Croatian propaganda is divided into specific time periods. The time periods examined include the earliest eras, from the 3rd to the 15th centuries AD, followed by the medieval era, and the 19th century. The 20th century is divided into several periods, beginning with the first kingdom of Yugoslavia (1918), World War II, Communist Yugoslavia, the breakdown of the Federation, and the rise of nationalism and violence. A chapter on Bosnia-Hercegovina and the Bosnian Moslems demonstrates how effectively Serbian and Croatian propaganda was applied to a third party.
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Gilbert, Gladitz Georgia. "Let Our Voices Also Be Heard : Memory Pluralism in Latvian Museums About World War II and the Post-War Period." Thesis, Uppsala universitet, Hugo Valentin-centrum, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-384426.
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The decades following the fall of the Soviet Union have seen drastic changes in society and culture within Europe. The desire to create a unified, pan-European historical narrative has been challenged by the expansion of the European Union. Previous Western European discourse of history has been confronted by the alternative perspectives of many former Soviet countries, such as Poland, Hungary, and the Baltic states. One of the greatest challenges to a new, inclusive pan-European narrative has been the perceived exclusion of Holocaust recognition in these former Soviet-bloc countries – a topic made more volatile considering the vast majority of the violence of the Holocaust took place in Central and Eastern Europe. Recent governmental decisions regarding the recognition of the Holocaust in Eastern Europe have been extremely disconcerting to Holocaust scholars and survivors, as well as the broad Western European community. But Eastern Europe insists that they are not neglecting Holocaust narratives in their respective countries; instead, they claim the lack of Western recognition of their suffering under Soviet rule has forced them to compensate by focusing their attention on an exploration of Soviet oppression. Eastern European scholars maintain that the best way forward is to embrace a pluralist narrative that recognizes both the victims of the Holocaust and the Soviet project. This thesis analyses the adoption of memory pluralism in two places of cultural memory of one Eastern European city – Riga, Latvia.
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Wüstefeld, Katharina. "Erziehung nach oder über Auschwitz?" Master's thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-124068.
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Die vorliegende Arbeit geht der Frage nach, inwieweit in Veröffentlichungen der (grundschul)pädagogischen Diskussion um die Vermittlung der Geschichte des Holocaust und Nationalsozialismus seit Ende der 1980er Jahre auf Adornos berühmte Radioansprache "Erziehung nach Auschwitz" von 1966 zugegriffen wird und in welcher Weise bzw. zu welchem Zweck dies geschieht. Anhand von vier typischen Bezugnahmen auf Adornos Vortrag wird gezeigt, dass ein solcher Zugriff nicht immer dem Inhalt des Vortrages gerecht wird, und dieser zum einen sehr unterschiedlich und zum zweiten häufig auf fragwürdige Weise ausgelegt und für die eigene Argumentation herangezogen wird.
Um den Hintergrund für die pädagogische Rezeption von Adornos Ansprache zu erhellen, liefert die Arbeit einen historischen Überblick über die Entwicklung der grundschulpädagogischen Diskussion um die Frage, ob und wenn ja wie der Holocaust Gegenstand des Unterrichts in der Grundschule sein kann, und diskutiert dabei kritisch vier verschiedene Zielstellungen, die mit einer solchen Thematisierung verbunden werden: Demokratielernen, Gedenken, Fragen der Kinder bedienen sowie geschichtsdidaktische Absichten.
Die inhaltliche Analyse jener Interpretationen von Adornos "Erziehung nach Auschwitz", die innerhalb der pädagogische Diskussion um eine Vermittlung der Geschichte des Holocaust vorgenommen werden, zeigt, dass die Zielvorstellungen des historisch-politischen Lernens häufig Leitmotiv für das Verständnis von Adornos Rede sind und sich dieses Verständnis vom Gegenstand einer „Erziehung nach Auschwitz“ bei den allermeisten Autor_innen auf eine „Erziehung über Auschwitz“ beschränkt.
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Edberg, Erik. "Att äga Förintelsen : En studie i hur Förintelsens historia brukas i debatten om Förintelsemuseet." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100309.
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To own the Holocaust The aim of this study has been to summarise and analyse the use of history in the debate surrounding the building of a swedish Holocaust memorial museum. Material used in the study included consultations of SOU 2020:21 from various authorities/agencies and NGO´s, editorials and debate articles from Sweden's leading newspapers and motions and written questions written by members of the swedish parliament. The methods used were textual analysis and hermeneutics. The material was analyzed via Karlsson's typology of use of history. The study shows that the memory of the Holocaust is being used in different ways depending on the users geografical, political, organizational and/or etnical backgrounds. This affects the concept of the Holocaoust and its moral implication in various ways. Organizations representing the romani community, for example, wants the roma to be included in the Holocaust-concept and the illuminates the historical crualties that the roma´s have endured in order to further that argument. Organizations and political parties emphasize their connections to the Holocaust in order to discredit opponents or to further political or economical/social agendas. The result of this use is a variance in the existential, moral and political implications of the Holocaust. Another result, which in no way is disconnected from the ones mentioned earlier, is a variance in the ways in which the history of Sweden is linked to that of the Holocaust. The use varies according to where the debater wants to place the museum, a choice which is strongly linked to the author's geographical background. This results in different universalistic implications of the holocausts causes, proceedings and effects.
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Landwehrkamp, Laura. "Male Rape in Auschwitz? : An Exploration of the Dynamics of Kapo-PiepelSexual Violence in KL Auschwitz during the Holocaust." Thesis, Uppsala universitet, Hugo Valentin-centrum, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-385777.
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Male-male sexual violence during the Holocaust is under-researched. Despite being a widespread occurrence in the Nazi concentration camps, very few accounts from primary sources are available of the sexual violence perpetrated against the Piepel: male Jewish children, adolescents, and young adults, by male Kapos or senior prisoner functionaries. Until now this phenomenon has been understood to be an exchange of sexual favours for food and protection, but little else was known. This study therefore aims to examine the dynamics of Kapo-Piepelsexual violence in the Auschwitz concentration camp through the perceptions of victims of, and witnesses, to this violence, within a framework of feminist theory, gender and masculinity theory, and group dynamics. Based on written accounts in the form of memoirs and oral testimony from audio-visual archives, this study finds that the Piepelwere forced into sexual relationships to survive; that the Kapos used them as sexual substitutes for women; and that survivors’ attitudes towards the Piepelhave become more sympathetic in more recently published ego-documents. This study therefore calls for a wider examination of this phenomenon, and of male-male sexual violence during the Holocaust, given the resultant improvement in attitudes towards these victims who for too long have not been heard due to the shame and stigma attached to being a male victim of rape.
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Camargo, Cássio Michel dos Santos. "Consonâncias e dissonâncias na obrigatoriedade do ensino da história do holocausto judeu : percursos da lei municipal 10.695/2010 em Porto Alegre." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/174835.
Full textAbstract:
A dissertação objetiva analisar os processos históricos que possibilitaram a criação da Lei Municipal 10.965 de 2010, regulatória da obrigatoriedade do Ensino da História do Holocausto Judeu na rede municipal de ensino de Porto Alegre. Para realizar essa análise, adotamos abordagem qualitativa, por meio da utilização de entrevistas compreensivas (KAUFFMAN, 2013), com sujeitos ligados a instituições públicas e privadas que participaram do processo de elaboração, aprovação e homologação da Lei em estudo. Tais entrevistas foram correlacionadas com análise em documentos físicos (atas, legislações, jornais), documentos digitais (informativos digitais) e revisão de literatura. O recorte temporal empregado baseou-se na seleção do aporte documental, estendendo-se de 24 de março de 2009 a 22 de outubro de 2011. O período em destaque compreende a posse da Presidência da Federação Israelita do Rio Grande do Sul até o início das Jornadas do Ensino da História do Holocausto. O presente estudo inscreve-se no campo do Ensino da História em intersecção com as temáticas inerentes à História do Tempo Presente. A partir do corpus documental produzido, a pesquisa encaminhou-se para análise de vozes consonantes e dissonantes, na relação com a imposição legal. As dissonâncias apresentadas concentram-se na ênfase dada ao tema do Holocausto, já que a legislação condiciona o evento como fenômeno circunscrito apenas à memória judaica. As consonâncias destacam o forte apelo memorial que envolve o tema do Holocausto, igualmente o desejo de manutenção da memória desse evento através do Ensino de História. Os referenciais teóricos adotados na análise dos documentos produzidos nessa dissertação tomaram como base os conceitos de Ensino de História (ANHORN, 2012; GABRIEL; MONTEIRO, 2014), Dever de Memória, Memória Cultural (ASSMAN, 2010), (RICOUER, 2010; BOUTON, 2016), Memória e História (HALBWACHS, 1990, LE GOFF, 1992). Por fim, a pesquisa tornou notável a preocupação da comunidade judaica com o Ensino da História e com a Memória do Holocausto. Além dessa preocupação, destaca-se a existência de críticas por parte dos entrevistados, principalmente, quanto à forma verticalizada como essa política pública age sobre o currículo escolar de Porto Alegre. Essa crítica também se soma ao fato da inexistência de uma diretriz ou orientação pedagógica para a implementação da Lei Municipal 10.965 de 2010. Assim, os resultados atingidos por esse estudo apontam tanto para os desafios da gestão pública da memória, quanto para o trabalho com as temáticas sensíveis e controversas, em especial, quando esses temas alcançam o currículo escolar no tocante ao Ensino de História.<br>Este estudio tematiza el histórico de la Ley municipal 10.965 de 2010 que establece la obligatoriedad de la enseñanza de la historia del Holocausto Judío dentro del currículo de la red municipal de enseñanza, concentrándose en el campo de la Historia de la Educación. En el proceso de elaboración de esta investigación, nos centramos en los conceptos de Enseñanza de Historia, Deber de Memoria, Memoria e Historia que estuvieron conjugados durante los procesos que involucraron tal legislación memorial y educativa. Estos conceptos surgieron a partir de una serie de entrevistas con sujetos vinculados a instituciones sociales públicas y privadas que estuvieron involucrados en los procesos que conciernen a esa ley. Los análisis de las entrevistas siguieron el método de la entrevista comprensiva, construido por Kauffman (2013). El recorte temporal que seleccionamos fue fruto del análisis documental que producimos basado en documentos físicos (actas, legislaciones, periódicos) y documentos digitales (informativos digitales y repercusión mediática) y se extiende desde el 24 de marzo de 2009 hasta el 22 de octubre de 2011. Este período que comprende la posesión de la presidencia de la FIRS, que hace público el deseo de la comunidad judía en tener una ley que trate de la enseñanza de la historia del Holocausto en Porto Alegre y el evento Jornada de la Enseñanza de la Historia del Holocausto. Por medio de las entrevistas, destacamos el proceso de institucionalización de la memoria del Holocausto, en específico, su ascensión como memoria paradigmática y universal de los Siglos XX y XXI. Así, este estudio tiene como objetivo constituir un breve panorama del debate en torno a las leyes étnico-raciales que tratan de temas memorial y educativo que se encaminan directamente a la Enseñanza de Historia tomado como mecanismo de promoción y constitución de un Deber de Historia basado en los principios de justicia, reparación y reconocimiento, construidos a partir del concepto de Deber de Memoria. Discutimos, aún, los desafíos de la gestión de esa memoria como un tema sensible y controvertido dentro de la Historia del Tiempo Presente. A pesar de ello, evidenciamos los trabajos realizados por el mundo que encaminaron el tema del Holocausto a la Enseñanza Escolar. En el cuerpo del análisis, establecemos la relación existente entre el tema y su relación con la educación y las relaciones étnico-raciales, estableciendo vinculaciones y los desafíos para la consolidación de una enseñanza orientada al combate del racismo y del prejuicio racial. También concentramos nuestros esfuerzos para debatir las nociones de Currículo y Enseñanza de Historia, que fueron promulgadas durante los procesos que involucraron la Ley Municipal 10.965 de 2010. Con base en las entrevistas, percibimos tanto voces favorables a los encaminamientos propuestos por esa legislación como discordantes voces disonantes al énfasis dado al Holocausto por esa legislación, ya que la misma lo condiciona con un evento circunscrito a la comunidad judía. Junto a eso, destacamos la existencia criticas volcadas a la forma verticalizada con esa alteración en el currículo escolar ocurrió en Porto Alegre. Así, este estudio tiene como objetivo constituir un breve panorama del debate en torno a las leyes étnico-raciales que tratan de temas memorial y educativo que se encaminan directamente a la Enseñanza de Historia tomado como mecanismo de promoción y constitución de un Deber de Historia basado en los principios de justicia, reparación y reconocimiento, construidos a partir del concepto de Deber de Memoria.
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Camargo, Cássio Michel dos Santos. "Consonâncias e dissonâncias na obrigatoriedade do ensino da história do holocausto judeu : percursos da lei municipal 10.965/2010 em Porto Alegre." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/174835.
Full textAbstract:
A dissertação objetiva analisar os processos históricos que possibilitaram a criação da Lei Municipal 10.965 de 2010, regulatória da obrigatoriedade do Ensino da História do Holocausto Judeu na rede municipal de ensino de Porto Alegre. Para realizar essa análise, adotamos abordagem qualitativa, por meio da utilização de entrevistas compreensivas (KAUFFMAN, 2013), com sujeitos ligados a instituições públicas e privadas que participaram do processo de elaboração, aprovação e homologação da Lei em estudo. Tais entrevistas foram correlacionadas com análise em documentos físicos (atas, legislações, jornais), documentos digitais (informativos digitais) e revisão de literatura. O recorte temporal empregado baseou-se na seleção do aporte documental, estendendo-se de 24 de março de 2009 a 22 de outubro de 2011. O período em destaque compreende a posse da Presidência da Federação Israelita do Rio Grande do Sul até o início das Jornadas do Ensino da História do Holocausto. O presente estudo inscreve-se no campo do Ensino da História em intersecção com as temáticas inerentes à História do Tempo Presente. A partir do corpus documental produzido, a pesquisa encaminhou-se para análise de vozes consonantes e dissonantes, na relação com a imposição legal. As dissonâncias apresentadas concentram-se na ênfase dada ao tema do Holocausto, já que a legislação condiciona o evento como fenômeno circunscrito apenas à memória judaica. As consonâncias destacam o forte apelo memorial que envolve o tema do Holocausto, igualmente o desejo de manutenção da memória desse evento através do Ensino de História. Os referenciais teóricos adotados na análise dos documentos produzidos nessa dissertação tomaram como base os conceitos de Ensino de História (ANHORN, 2012; GABRIEL; MONTEIRO, 2014), Dever de Memória, Memória Cultural (ASSMAN, 2010), (RICOUER, 2010; BOUTON, 2016), Memória e História (HALBWACHS, 1990, LE GOFF, 1992). Por fim, a pesquisa tornou notável a preocupação da comunidade judaica com o Ensino da História e com a Memória do Holocausto. Além dessa preocupação, destaca-se a existência de críticas por parte dos entrevistados, principalmente, quanto à forma verticalizada como essa política pública age sobre o currículo escolar de Porto Alegre. Essa crítica também se soma ao fato da inexistência de uma diretriz ou orientação pedagógica para a implementação da Lei Municipal 10.965 de 2010. Assim, os resultados atingidos por esse estudo apontam tanto para os desafios da gestão pública da memória, quanto para o trabalho com as temáticas sensíveis e controversas, em especial, quando esses temas alcançam o currículo escolar no tocante ao Ensino de História.<br>Este estudio tematiza el histórico de la Ley municipal 10.965 de 2010 que establece la obligatoriedad de la enseñanza de la historia del Holocausto Judío dentro del currículo de la red municipal de enseñanza, concentrándose en el campo de la Historia de la Educación. En el proceso de elaboración de esta investigación, nos centramos en los conceptos de Enseñanza de Historia, Deber de Memoria, Memoria e Historia que estuvieron conjugados durante los procesos que involucraron tal legislación memorial y educativa. Estos conceptos surgieron a partir de una serie de entrevistas con sujetos vinculados a instituciones sociales públicas y privadas que estuvieron involucrados en los procesos que conciernen a esa ley. Los análisis de las entrevistas siguieron el método de la entrevista comprensiva, construido por Kauffman (2013). El recorte temporal que seleccionamos fue fruto del análisis documental que producimos basado en documentos físicos (actas, legislaciones, periódicos) y documentos digitales (informativos digitales y repercusión mediática) y se extiende desde el 24 de marzo de 2009 hasta el 22 de octubre de 2011. Este período que comprende la posesión de la presidencia de la FIRS, que hace público el deseo de la comunidad judía en tener una ley que trate de la enseñanza de la historia del Holocausto en Porto Alegre y el evento Jornada de la Enseñanza de la Historia del Holocausto. Por medio de las entrevistas, destacamos el proceso de institucionalización de la memoria del Holocausto, en específico, su ascensión como memoria paradigmática y universal de los Siglos XX y XXI. Así, este estudio tiene como objetivo constituir un breve panorama del debate en torno a las leyes étnico-raciales que tratan de temas memorial y educativo que se encaminan directamente a la Enseñanza de Historia tomado como mecanismo de promoción y constitución de un Deber de Historia basado en los principios de justicia, reparación y reconocimiento, construidos a partir del concepto de Deber de Memoria. Discutimos, aún, los desafíos de la gestión de esa memoria como un tema sensible y controvertido dentro de la Historia del Tiempo Presente. A pesar de ello, evidenciamos los trabajos realizados por el mundo que encaminaron el tema del Holocausto a la Enseñanza Escolar. En el cuerpo del análisis, establecemos la relación existente entre el tema y su relación con la educación y las relaciones étnico-raciales, estableciendo vinculaciones y los desafíos para la consolidación de una enseñanza orientada al combate del racismo y del prejuicio racial. También concentramos nuestros esfuerzos para debatir las nociones de Currículo y Enseñanza de Historia, que fueron promulgadas durante los procesos que involucraron la Ley Municipal 10.965 de 2010. Con base en las entrevistas, percibimos tanto voces favorables a los encaminamientos propuestos por esa legislación como discordantes voces disonantes al énfasis dado al Holocausto por esa legislación, ya que la misma lo condiciona con un evento circunscrito a la comunidad judía. Junto a eso, destacamos la existencia criticas volcadas a la forma verticalizada con esa alteración en el currículo escolar ocurrió en Porto Alegre. Así, este estudio tiene como objetivo constituir un breve panorama del debate en torno a las leyes étnico-raciales que tratan de temas memorial y educativo que se encaminan directamente a la Enseñanza de Historia tomado como mecanismo de promoción y constitución de un Deber de Historia basado en los principios de justicia, reparación y reconocimiento, construidos a partir del concepto de Deber de Memoria.
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Karam, Nehman. "MAUS en serieanalys : Grafiska romaners och mikrohistorians potential i pedagogisk verksamhet." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-36580.
Full textAbstract:
The purpose of this study is to conduct an analysis of the graphic novel Maus by Art Spiegelman. The analysis is focused on the form of the graphical novel, the history that is conveyed and how that history is conveyed. I will present a series of previous studies made around comics, their form, and use in school. The questions in my analysis are based on these earlier studies. The history that is communicated in Maus is then compared with a developed textbook for high school students. This is to investigate what potential didactic function a graphic novel can have in teaching history for high school students. My three main questions in this study examines what history of the Holocaust is conveyed in the graphical novel Maus and how is that history conveyed? What history of the holocaust is conveyed in Perspektiv på historien, a traditional textbook for high school, students, and how is that history conveyed? Finally, I will use the results of these two questions to answer the final question. What potential didactic function Maus can have in teaching history for high school students? My results are then discussed with regard to previous studies that I’ve previously presented. My results show that the story that is presented in Maus is largely the same as the one that is conveyed in Perspektiv på historien. The essential difference between these two materials for teaching lies in the form, but primarily the perspective. By allowing students to share the individual story, the microperspective of Maus, they can get a complementary individual perspective to the otherwise wide-ranging story presented in Perspektiv på historien. The form also allows a class to discuss questions about the holocaust, such as morality, ethics etc., The individual perspective and the form of the graphic novel opens up a classroom climate, where all students can feel that they are included.
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Tziogkas, Dimitrios. "Making Room for the Holocaust? : Entangled Memory Regimes and Polarized Contestation about the Greek 1940s in Thessaloniki." Thesis, Uppsala universitet, Hugo Valentin-centrum, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-445777.
Full textAbstract:
The present thesis offers a new perspective on Holocaust memory in Greece by examining the ways in which divergent mnemonic representations about the Greek 1940s, as evidenced in polarized public contestation, influence the position of Holocaust in contemporary Greek collective memory. Adopting a micro-level case-study approach, the thesis focuses on the process of renaming a street in Salonika (or Thessaloniki), by examining public discourses around the issue. On the basis of theoretical elaborations in the area of collective memory, and through an application of Kubik and Bernhard's conceptualization of the politics of memory, a qualitative evaluation of Holocaust memory in Salonika is presented by attempting to categorize the memory regime emerging. It is assessed that the memory regime pertaining to the Holocaust is affected by the salience of pre-established memory regimes, occupies a secondary status in the wider mnemonic field and, what is more, is not unified. In such context, a problematic tendency to actually distort the historical record of the Holocaust, in the form of downplaying the complicity of local elites in the implementation of the Nazi genocidal policy, is also detected and explained as a repercussion of the specific dynamics at play whenever political actors engage in discussions about the Greek 1940s. All things considered, the study demonstrates that the official institutionalization of Holocaust memory on a commemorative level, a phenomenon observed during the past twenty years, should not be equated to the emergence of a cosmopolitan Holocaust memory in the country.
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Goecke, Saavedra Ximena. "Cuerpo y género en la Shoá." Tesis, Universidad de Chile, 2016. http://repositorio.uchile.cl/handle/2250/143882.
Full textAbstract:
Tesis para optar al grado de Magíster en Estudios de Género y Cultura en América Latina mención Humanidades<br>En este trabajo se busca realizar una aproximación, desde una perspectiva de género, a la memoria de la Shoá en los sobrevivientes judíos que se radicaron en Chile, a través del estudio de sus testimonios grabados en video por la Fundación Memoria Viva entre 2009 y 2012.
Se buscaba comprobar que el género es un factor relevante para comprender la forma en que se recuerda e interpreta la experiencia humana durante el genocidio nazi, evidenciando las diferencias de la tecnología genocida aplicada sobre hombres y mujeres, sus distintas formas de verse y ver a los otros como objetos y sujetos de esa violencia, de resistir, luchar y sobrevivir aprovechando los recursos, las oportunidades y enfrentando los dilemas que les presentaba su condición de género en ese contexto.
Para este fin se reflexionó acerca de la memoria judía; se describió el lugar del cuerpo y el género en la cultura nazi y judía; y se analizaron los testimonios de 24 sobrevivientes del área cultural ashkenazí, que permanecieron en Europa durante toda la Shoá, para luego radicarse en Chile.
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Dusper, Zeljka. ""Studieresa till Krakow" : En historiedidaktisk undersökning av Förintelsens minne förmedlat och mottaget av 15 elever." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Ämnesforskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40625.
Full textAbstract:
The essay examines a study trip to Krakow and the mediation of the Holocaust memory to 15 students. It is partly structured after three places that the students move between, experience arenas, which are the death and concentration camps, Poland and Sweden. The students are also moving according to four different dimensions: first place, but also time, morality and existential. The survey is based on a ritual theoretic view of social memory production and the formation of new witnesses. With inspiration from the Norwegian study Pilgrim, tourist and student: Norwegian school trips to death and concentration camps by Kyrre Kverndokk, has also this study trip been studied as a ritualization process based on which students will obtain a state of catharsis. With a qualitative research method, information has been gathered through participatory observations, group interviews and a poll. The result shows that the students attributed the camps to death, destruction and evil, but that they were struggling to live in the victims’ situation because it was too far from their own lives but also difficult to understand such evil. The students did on the other hand identified the spectator role since Sweden was seen as one of the countries that looked at and let the Holocaust happen. The students positioned themselves as new witnesses and told about their experiences in their free time and on their own initiative. The study indicates, among other things, that the Norwegian approach to the Holocaust differs from Swedish, which influences the meaningful learning process.
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Sjöberg, Erik. "Förintelser - en studie av svenska historieläromedels framställning av 1900-talets folkmord (Holocausts - a study of how the genocides of the 20th century are represented in Swedish history textbooks)." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36083.
Full textAbstract:
Med utgångspunkt i det förnyade politiska intresse för historieundervisningens innehåll, som följde på regeringens informationssatsning ”Levande historia”, undersöks bilden av 1900-talets folkmord i ett antal läroböcker i historia för gymnasiet från 1990-talet och början av 2000-talet, med särskild tonvikt på vilket urval författarna gör samt vilka förklaringar som presenteras till att de kunde äga rum. Även principerna för urvalet av det kunskapsstoff som förmedlas samt möjliga konsekvenser av detta diskuteras. Den kvalitativa textanalysen utgår från teoretiska begrepp som historiemedvetande och historiebruk, med vissa referenser till orientalismperspektiv som diskuterats i tidigare forskning. Undersökningen visar att styrdokumentens inflytande över läromedlens framställning har ökat sedan 1994 och att förändringen också tagit sig uttryck i en renodling av det europeiska perspektivet i urvalet samt i ett ökat intresse för i första hand Förintelsen, både före och efter 1997 då ”Levande historia” initierades.<br>With the renewed political interest in the content of history teaching in Sweden as a point of departure, this study deals with how the genocides of the 20th century are represented in Swedish history textbooks, aimed at pupils aged 16-19 years, from the 1990ies and the beginning of the 21st century. The analysis revolves around such theoretical concepts as history-awareness and uses of history, with certain references made to the concept of orientalism, that has been discussed in previous research. The study concludes that the influence of policy makers over the contents of the history textbooks has increased since 1994, which has resulted in a larger emphasis on the European perspective and the Holocaust.
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Palosuo, Laura. "Yellow Stars and Trouser Inspections : Jewish Testimonies from Hungary, 1920–1945." Doctoral thesis, Uppsala universitet, Historiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8482.
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This study analyzes narratives of individual Jewish experiences of discrimination and genocidal violence in Hungary during the period of 1920–1945. The aim is to increase our knowledge and understanding of the events through an investigation of survivor testimonies concerning anti-Jewish laws and the Holocaust. The main focus is on how survivors perceived the treatment to which they and their fellow Jews were exposed, and how they responded to the persecution they faced. Perceptions and responses are analyzed through multiple factors such as gender, age, social class, and geographical place. The period under investigation stretches from 1920, when the law of Numerus Clausus (a quota system influencing admission to universities) was introduced, until the end of the Second World War in early 1945. Focus is placed on the war years, especially on 1944, the year of German occupation and the fascist Arrow Cross rule. Experiences from the labour service system, the Jewish houses in Budapest, and the ghettos, as well as of hiding and resistance, are some of the recurring themes which are examined here. Extensive interviews, along with eyewitness reports and memoirs, form the empirical basis of the study. The results demonstrate the complexity of individual experiences during times of upheaval, and the importance of the above factors is evident within the testimonies. The survivors’ experiences greatly depended on gender, age, social class, geographical place, civil status, religious orientation, as well as “race”. However, the importance of the different factors changed over time. For instance, in the beginning of this period, discrimination had a direct impact on adult males, while children, women, and the elderly were indirectly affected. Furthermore, persons belonging to the upper classes could circumvent the anti-Jewish laws in various ways. Ultimately, differences in treatment decreased, according to the testimonies. Women, children, and the elderly also became victims, as did individuals from all social classes.
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Mellquist, Magnus. "Förintelsen: Vad ska jag tro på? : En jämförelseanalys mellan argumenten från de som tror på att förintelsen har hänt och de som inte gör det." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75343.
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After World War II some people from all over Europe started to say that the destruction of the European Jews never happened. This article is written to compare the argument the Holocaust deniers are using against science document. The materials that have been used for this comparison are the books “Dog verkligen 6 miljoner? Sanning till sist” and ”En tom säck kan inte stå” which are the Holocaust deniers material. From the other side I have been using the Swedish states internet side Forum för levande historia, the site of Världens historia and the documentary of Auschwitz from BBC. The arguments will be studied from post fact theory specters, were I will compare the facts from the two sides and put them together. I will do that by look how the arguments from the two sides are built. I have also made questions that I have been asking by email the two sides. The Holocaust denier’s sides are the Swedish party called Nordiska Motståndsrörelsen (Nordic resistance movement) and the other side is Forum för levande historia (Forum of living history). The result that this study will show are when you put all the arguments from the Holocaust deniers together, their argument will not be as strong as when they are by them self.
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Kvist, Geverts Karin. "Ett främmande element i nationen : Svensk flyktingpolitik och de judiska flyktingarna 1938−1944." Doctoral thesis, Uppsala University, Department of History, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9203.
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<p>The aim is to increase our understanding of the mechanisms of social categorization and discrimination, as well as the connection between them. This has been accomplished by examining Swedish refugee policy towards Jewish refugees during the Second World War and the Holocaust, as conducted by The Foreigner’s Bureau of the National Board of Health and the Ministry of Foreign Affairs during 1938−1944. The study also compares the Swedish refugee policy with that of Denmark, Switzerland, Great Britain and the United States. The investigation is guided by such concepts as social categorization, discrimination, antisemitism, organizational culture and established practice. The primary sources are documents, minutes and personal dossiers; <i>Svensk författningssamling</i> (legislation) and articles in <i>Sociala Meddelanden</i> (the National Board’s official journal).</p><p>The main conclusions are that Sweden was not perceived as a country of immigration, based partly of the widespread fear that too many Jewish refugees would create a “Jewish Question”. Swedish authorities discriminated against Jewish refugees on grounds of “race” through a process of categorization. This process began already in the 1920’s, and gradually transformed the definition of “Jew” from a religious to a “racial” definition, based on the Nuremberg Laws. The differentiation of Jewish refugees in official statistics ceased in September 1943, yet it continued secretly until February 1944, encompassing the Norwegian and Danish Jews as well. One important result shows that the shift in policy – from discrimination to large scale reception – was a slow process where this differentiating practice and antisemitic perceptions remained operative. What is defined as an antisemitic background bustle is used to explain how moderate antisemitic expressions were perceived as “unbiased” and “normal” within the Swedish society. Though Sweden’s refugee policy seems similar to that of other countries surveyed, the shift in policy stands out as unique in comparison.</p>
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"Making "Peter Bergson:" Historical memory and a forgotten Holocaust hero." THE GEORGE WASHINGTON UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=1461127.
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Rosen, E. Joseph. "Beyond memory : from historical violence to political alterity in contemporary space /." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR51767.
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Thesis (Ph.D.)--York University, 2008. Graduate Programme in Social and Political Thought.<br>Typescript. Includes bibliographical references (leaves 288-304). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR51767
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Johnson, Nicholas K. "HBO and the Holocaust: conspiracy, the historical film, and public history at Wannsee." Thesis, 2016. http://hdl.handle.net/1805/11878.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)<br>In 2001, Home Box Office aired Conspiracy, a dramatization of the infamous Wannsee Conference organized by Reinhard Heydrich and Adolf Eichmann. The Conference took place in Berlin on 20 January 1942 and was intended to coordinate the Final Solution by asserting the dominance of Heydrich and the SS over other governmental departments. The surviving Wannsee Protocol stands as one of the most compelling pieces of evidence for the Third Reich’s genocidal intent and emblematic of its shift from mass shootings in the occupied East to industrial-scale murder. Conspiracy, written by Loring Mandel and directed by Frank Pierson, is an unusual historical film because it reenacts the Wannsee Conference in real time, devoid of the usual clichés prevalent throughout Holocaust films. It also engages with historiographical arguments and makes a few of its own. This thesis argues that dramatic film has been relatively ignored by the public history field and uses Conspiracy as a case study for how dramatic film and television can be used to further the goals of public history, especially that of making complex and difficult histories accessible to wide audiences. Grounded in a thorough reading of script drafts, production notes, HBO meeting minutes, and correspondence, this thesis examines Conspiracy from the vantage point of scholarship in public history, film studies, and Holocaust studies. It details the film’s production history, the sources used for the film, the claims it makes, and advocates for dramatic film as a powerful public history outlet. Ultimately, this thesis argues that Conspiracy is exactly the type of historical film that historians should be making themselves.
35
"The City in View Comparative Representations and Historical Memory of the Warsaw Ghetto in Memoir and Film." Master's thesis, 2020. http://hdl.handle.net/2286/R.I.57274.
Full textAbstract:
abstract: When the Warsaw Ghetto was demolished by German forces towards the end of World War II, there were few physical traces of the Ghetto left standing. As such, both historians and the public must look to other types of sources to understand what life and death were like for the inhabitants of the Ghetto, and how they have remembered their experiences within the Ghetto. These memories and representations of the Warsaw Ghetto can be found in memoir-style written works, and later, in films based on these works. This thesis will examine the ways in which the Warsaw Ghetto was represented by two authors who survived it, Władisław Szpilman and Marcel Reich-Ranicki, and how their memory of the Warsaw Ghetto is represented in the films based on their lives and survival, The Pianist, and Mein Leben: Marcel Reich-Ranicki.<br>Dissertation/Thesis<br>Masters Thesis History 2020
36
Bandyopadhyay, Sohini. "The holocaust and moral understanding : a study of the representation of moral issues in contemporary historical texts and films." Master's thesis, 2008. http://hdl.handle.net/1885/150968.
Full text
37
Berdichevsky, Leon Ernesto. "Distorted Historical Fictions of the Holocaust, the Chilean Dictatorship, and the Algerian War of Independence." Thesis, 2007. http://hdl.handle.net/1807/26451.
Full textAbstract:
The desire and need for historical representation in postmodernism are coupled with the self-reflexive acknowledgement of our inability to faithfully represent the past. This dissertation examines the ways in which certain historical events are represented in postmodern fiction. More specifically, it introduces the term ‘distortion’ to designate various ways that postmodern authors have attempted to convey traumatic and violent histories through intentional permutations of historical facts.
In this study, I analyse six texts, representative works that present the multi-faceted nature of what I call ‘distorted’ historical fiction. Each text is devoted to one of three historical events: the Holocaust in Martin Amis’s Time’s Arrow and Art Spiegelman’s Maus; the Chilean dictatorship in Diamela Eltit’s Lumpérica and Isabel Allende’s La Casa de los espíritus; and finally, the Algerian War of Independence in Kateb Yacine’s Nedjma and Mohammed Dib’s Qui se souvient de la mer. The analyses of each text are guided by three main questions: How is the depicted history distorted in the narrative? Why is the historical reality distorted? And lastly, what are the hermeneutical effects for the reader of engaging with the distorted historical text?
I contend that these historical fictions apply various modes of distortion to create a specific and often peculiar effect on the reader. These include distortions of narrative form and voice, as well as distortions of temporality and space. I argue that the reader’s encounter with distorted historical fiction creates a peculiar hermeneutical effect of ‘defamiliarisation,’ which has affinities with Viktor Shklovsky’s use of the term and Bertolt Brecht’s ‘V-effekt.’ The sense of defamiliarisation creates a conflict in readers, in which their foreknowledge of a past event clashes with the event's distorted depiction. This conflict demands that the reader be responsible, implying that the reader should not be ‘swept away’ by the distorted narrative. Instead the responsible reader is encouraged to interact with the text, apply previous historical knowledge to correct said distortions, and through this interaction gain a greater intimacy with the past.
38
Černý, Vladimír. "Problém autenticity fotografie: svědectví a dějinné vědomí." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-326337.
Full textAbstract:
The thesis points to the negative phenomenon of Holocaust denial, objective viewpoint of testimony, authenticity of photograph and background of historical consciousness in the context of postmodern situation. If we wanted to use objective testimony of photograph as a valid argument against Holocaust denial, we would have to declare the authenticity of photograph is invalid. The options of its manipulation, both content and meaning, are examined through semiotics of Peirce, mainly through trichotomy icon, index and symbol. In today's pluralistic time, the historical consciousness is proposed as a possible starting point of examination of historical sources, including photograph. Key words Photograph, authenticity, manipulation, Peirce, historical consciousness, Holocaust.
39
Hes, Milan. "Didaktické aspekty historické paměti holocaustu." Doctoral thesis, 2012. http://www.nusl.cz/ntk/nusl-311776.
Full textAbstract:
This dissertation focuses on the presentation of the mutual relationship of history and memory. It asks questions relating to the increasing interest in the memory. Concerning the memory, we want to draw the attention to the fact that the memory tends to democratize the past and broadens the possibilities of themes of the past in a very prominent way even outside the traditional historiography.The work is attentive to memory controlling in the undemocratic environments not forgetting to mention abusing of the memory in the democratic regimes too. Special attention is paid to the twisted memories of the shoah. The focus of this dissertation is therefore the memories of the shoah survivors. The key elements of the testimonies, which are pursued in this work, are thus questions in relation with the shoah survivors and their own memories and remembering, their motivation for talking about the past or clarifying the reasons which led them to being silent for years and years about their war experiences. To investigate the communication memory of the shoah survivors, "memory shoah literature" was used, together with visual archives of the oral history USC Shoah Foundation Institute for Visual History and Education. The work reflects about the historical knowledge brought to the recipients of the film...
40
Frunchak, Svitlana. "The Making of Soviet Chernivtsi: National 'Reunification', World War II, and the Fate of Jewish Czernowitz in Postwar Ukraine." Thesis, 2014. http://hdl.handle.net/1807/65701.
Full textAbstract:
The Making of Soviet Chernivtsi: National “Reunification,” World War II, and the Fate of Jewish Czernowitz in Postwar Ukraine
Doctor of Philosophy
Svitlana Frunchak
Graduate Department of History
University of Toronto
2014
Abstract
This dissertation revisits the meaning of Soviet expansion and sovietization during and after World War II, the effects of the war on a multiethnic Central-Eastern European city, and the postwar construction of a national identity.
One of several multiethnic cities acquired by the USSR in the course of World War II, modern pre-Soviet Chernivtsi can be best characterized as a Jewish-German city dominated by acculturated Jews until the outbreak of World War II. Yet Chernivtsi emerged from the war, the Holocaust, and Soviet reconstruction as an almost homogeneous Ukrainian city that allegedly had always longed for reunification with its Slavic brethren. Focusing on the late Stalinist period (1940–1953) but covering earlier (1774–1940) and later (1953–present) periods, this study explores the relationship between the ideas behind the incorporation; the lived experience of the incorporation; and the historical memory of the city’s distant and recent past. Central to this dissertation is the fate of the Jewish residents of Czernowitz-Chernivtsi. This community was diminished from an influential plurality to about one percent of the city’s population whose past was marginalized in local historical memory.
This study demonstrates a multifaceted local experience of the war which was all but silenced by the dominant Soviet Ukrainian myth of the Great Patriotic War and the “reunification of all Ukrainian lands.” When the authors of the official Soviet historical and cultural narratives represented Stalin’s annexation as the “reunification” of Ukraine, they in fact constructed and popularized a new concept of “historical Ukrainian lands.” This concept—a blueprint for the Soviet colonization of the western borderlands in the name of the Ukrainian nation—tied ethnically defined Ukrainian culture to a strictly delineated national territory. Applied to the new borderlands and particularly to their urban centres characterized by cultural diversity, this policy served to legitimize the marginalization and, in several cases, the violent displacement of ethnic minorities, bringing to an end Jewish Czernowitz.
41
Šatanová, Klára. "Obraz koncentračních táborů v české próze 50. let." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-352549.
Full textAbstract:
This master's thesis The picture of concentration camps in Czech prose of the 50's analyses selected literary works from 1950᾿s. These works are presented by different author's approaches from presented reality. First part of this work focuses on concept of "Holocaust" and on possibility of its verb representation as well. Another part of thesis deals with development of "literature with topic of Holocaust" from 1945 to contemporary times. The emphasis is placed to the texts from 1950᾿s and 1960᾿s that had formed reader's memory. Next chapter observe a permeation and reciprocal influencing of historical and fictional discourse. The picture of life in Nazi concentration camps, the author's character creation as well as representation of Jewishness are analyzed in these works: A Box of Lives by Norbert Frýd, Osm odtamtud by E. F. Burian, and Diamonds of the Night by Arnošt Lustig. Key words: the Holocaust, Nazi concentration camps, 1950's, prose, Norbert Frýd, E. F. Burian, Arnošt Lustig, historical discourse, fictional discourse, characters, motive, environment
42
Нікітенко, Анастасія Сергіївна. "Екзистенційний та культурно-історичний метапростір повісті М. Матіос «Черевички Божої Матері»". Магістерська робота, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/4428.
Full textAbstract:
Нікітенко А. С. Екзистенційний та культурно-історичний метапростір повісті М. Матіос «Черевички Божої Матері» : кваліфікаційна робота магістра спеціальності 035 «Філологія» / наук. керівник В. М. Ніколаєнко. Запоріжжя : ЗНУ, 2020. 72 с.<br>UA : Кваліфікаційна робота магістра «Екзистенційний та культурно-історичний метапростір повісті М. Матіос «Черевички Божої Матері» містить 72 сторінки. Для виконання кваліфікаційної роботи магістра опрацьовано 59 джерел.
Об’єкт дослідження: повість М. Матіос «Черевички Божої Матері».
Предмет дослідження: історичні, культурні, соціальні, онтологічні й психологічні параметри художнього простору повісті.
Мета роботи – визначити екзистенційні та культурно-історичні орієнтири, що формують художній світ.
У ході роботи виконано такі завдання:
1) досліджено, як доля одного мікросоціуму (родини, села тощо) вплітається в історичний контекст;
2) проаналізовано особливості відновлення та збереження пам’яті про Голокост в сучасній літературі;
3) виявлено генетичну спорідненість повісті «Черевички Божої Матері» з іншими творами «буковинської саги»;
4) окреслено історичні віхи та культурні особливості доби, представлені через світогляд Іванки Борсук;
5) охарактеризовано метафоричний і символічний простори повісті.
Методи дослідження – описовий, конкретно-історичний, критичний і герменевтичний методи аналізу художнього твору. Також були застосовані прийоми аналізу та синтезу.
Наукова новизна пов’язана з тим, що це – перша спроба ґрунтовного й різнопланового аналізу повісті «Черевички Божої Матері», особливою рисою якої є показ трагедії кількох націй через світогляд дитини. Крім того, дослідження заповнить прогалини в літературознавчому аналізі образу дитини в історичному дискурсі, а також висвітлить специфіку художнього стилю М. Матіос.
Практичне значення полягає в тому, що результати дослідження можна використовувати під час підготовки до лекційних і практичних занять із сучасної української літератури в різних навчальних закладах. Також ця розвідка може бути елементом майбутнього, більш ґрунтовного дослідження творчості письменниці.<br>EN : The qualification paper for a master’s degree «The Existential, Cultural and Historical Meta-Space in the Novel «The God’s mother’s shoes» by M. Matios» consists of 72 pages. 59 scientific sources were tackled in order to write the graduation thesis.
The object of investigation: the novel «The God’s mother’s shoes» by M. Matios.
The subject of investigation: historical, cultural, social, ontological and psychological parameters of the imaginary space of the text.
The aim of investigation is to clarify the existential and cultural-historical markers that influence the fictional world of the novel.
The following objectives were realized:
1) to discover how the fate of one micro society (family, village etc.) involves into a general historical context;
2) to analyze the recovering and saving the memory about Holocaust in the modern literature;
3) to learn how the novel «The God’s mother’s shoes» unites with the other novels of the «Bukovyna saga»;
4) to outline the historical markers and cultural peculiarities of the epoch, represented with the Ivanka Borsuk’s vision;
5) to characterize the metaphoric and symbolic spaces of the novel.
The methods of analysis are: descriptive, hermeneutical, historical; also analysis, synthesis, interpretation, description.
The scientific novelty means that this is the first attempt to create an essential and many-sided analysis of the novel «The God’s mother’s shoes». Its main feature is the presentation of tragedy of some nations through the prism of a child’s vision. Besides, this investigation can fill the lacunas in the literary analysis of the child’s character in the historical discourse and helps to understand the specificity of the artistic method of M. Matios.
The sphere of application. The following research can be used in learning the subject at modern Ukrainian literature courses, in special courses and seminars at the high education establishments. It’s also can be used in further investigations over M. Matios’ artistic heritage.
43
BELAVUSAU, Uladzislau. "Freedom of expression : European and American constitutional models for Central and Eastern Europe." Doctoral thesis, 2011. http://hdl.handle.net/1814/18410.
Full textAbstract:
Defence date: 30 May 2011<br>Examining Board: Professor Wojciech Sadurski, University of Sydney / EUI (Supervisor); Professor Giovanni Sartor, EUI / Università degli studi di Bologna (Co-Supervisor); Professor Jiří Přibáň, University of Wales, Cardiff; Professor Michel Troper, Université Paris X Nanterre<br>PDF of thesis uploaded from the Library digital archive of EUI PhD theses<br>This doctoral thesis inquires into the role and perspectives of the ‘European’ (mandatory) and ‘USA’ (persuasive) constitutional models of the right to freedom of expression for the constitutional debate in Central and Eastern Europe (CEE). This survey is based on the study of socio-legal developments in the Czech Republic, Hungary, and Poland, embracing the period of post-communist transition until 2010. The research focuses on three controversial issues in the realm of freedom of speech, namely (1) hate speech, (2) historical revisionism, and (3) pornography, before the U.S. Supreme Court and European Court of Human Rights. The essential novelty of the project is an assessment of European standards of free speech and non-discrimination beyond the mechanisms of the Council of Europe, encompassing the relevant aspects of EU law (judgements of the European Court of Justice and harmonised instruments) as mandatory standards for courts and legislators, including those in CEE. The research methodology transcends a standard case law assessment (comparative constitutional, public international, and EU law), normative jurisprudence and analytical philosophy, incorporating critical approaches stemming from post-structuralist scrutiny, rhetoric, sociology, legal history, history of ideas, and art criticism.
44
Wüstefeld, Katharina. "Erziehung nach oder über Auschwitz?: Der argumentative Zugriff auf Theodor W. Adornos Radioansprache „Erziehung nach Auschwitz“ innerhalb der pädagogischen Diskussion um eine Erziehung über Auschwitz." Master's thesis, 2012. https://tud.qucosa.de/id/qucosa%3A27190.
Full textAbstract:
Die vorliegende Arbeit geht der Frage nach, inwieweit in Veröffentlichungen der (grundschul)pädagogischen Diskussion um die Vermittlung der Geschichte des Holocaust und Nationalsozialismus seit Ende der 1980er Jahre auf Adornos berühmte Radioansprache "Erziehung nach Auschwitz" von 1966 zugegriffen wird und in welcher Weise bzw. zu welchem Zweck dies geschieht. Anhand von vier typischen Bezugnahmen auf Adornos Vortrag wird gezeigt, dass ein solcher Zugriff nicht immer dem Inhalt des Vortrages gerecht wird, und dieser zum einen sehr unterschiedlich und zum zweiten häufig auf fragwürdige Weise ausgelegt und für die eigene Argumentation herangezogen wird.
Um den Hintergrund für die pädagogische Rezeption von Adornos Ansprache zu erhellen, liefert die Arbeit einen historischen Überblick über die Entwicklung der grundschulpädagogischen Diskussion um die Frage, ob und wenn ja wie der Holocaust Gegenstand des Unterrichts in der Grundschule sein kann, und diskutiert dabei kritisch vier verschiedene Zielstellungen, die mit einer solchen Thematisierung verbunden werden: Demokratielernen, Gedenken, Fragen der Kinder bedienen sowie geschichtsdidaktische Absichten.
Die inhaltliche Analyse jener Interpretationen von Adornos "Erziehung nach Auschwitz", die innerhalb der pädagogische Diskussion um eine Vermittlung der Geschichte des Holocaust vorgenommen werden, zeigt, dass die Zielvorstellungen des historisch-politischen Lernens häufig Leitmotiv für das Verständnis von Adornos Rede sind und sich dieses Verständnis vom Gegenstand einer „Erziehung nach Auschwitz“ bei den allermeisten Autor_innen auf eine „Erziehung über Auschwitz“ beschränkt.:Einleitung 2
Hauptteil
A Theoretischer Teil
1 Theodor W. Adorno: „Erziehung nach Auschwitz“ 7
1.1 Entstehungskontext des Vortrages 7
1.1.1 Der bildungspolitische/historische Kontext 8
1.1.2 Im Kontext des Instituts für Sozialforschung (IfS) 9
1.1.3 „Adorno und die Pädagogik“ 14
1.2 Inhalt des Vortrages 17
2 Erziehung über Auschwitz 31
2.1 Erziehung über Auschwitz in der Grundschule 31
2.2 Ziele einer Erziehung über Auschwitz 41
2.2.1 Demokratiepädagogische Zielstellungen 42
2.2.2 Gedenkpädagogische Zielstellungen 54
2.2.3 Kindzentrierte, pädagogische Zielstellungen 56
2.2.4 Geschichtsdidaktische Zielstellungen 59
B Empirischer Teil
3 Vorbemerkungen zu den aufgefundenen Texten und Vorgehen 62
4 Erziehung über Auschwitz – zehn Autor_innen mit argumentativem
Bezug auf Adorno 65
5 Vier Bezugspunkte in Adornos Vortrag 72
5.1 Das Verständnis von „Erziehung nach Auschwitz“ 72
5.2 Identifikation 89
5.3 Die „Wendung aufs Subjekt“ 94
5.4 Frühe Kindheit 98
Schluss 103
Literaturverzeichnis 108
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Závodská, Milada. "Rudolf Daniel: Housle a kůň. Historická analýza rukopisu se zřetelem k autorovu společenskému působeni v poválečném romském etnoemancipačním hnutí v Československu." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-353536.
Full textAbstract:
This thesis focuses on the manuscript entitled The Violin and the Horse, and pursues two approaches: one is based on the Romani studies, the other on the methods of the history science. Its aim is to verify historical facts contained in the manuscript. The main presumption of the thesis is the attribution of the text to Rudolf Daniel - the thesis verifies autobiographical data and its cultural and social context. The paper systematically concentrates on the figure of Rudolf Daniel (born 1911 in Oslavany - died in 1978 in Brno) and his biography (entirely unknown so far). The context of the manuscript The Violin and the Horse is framed by the post-war Roma ethno-emancipatory movement, and Rudolf Daniel is a newly discovered figure of its history. Keywords: the Roma, horse trade, the Holocaust, ethno-emancipatory movement, history of the Roma
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Berger, Karen. "Performing belonging: meeting on and in the earth." Thesis, 2013. https://vuir.vu.edu.au/25361/.
Full textAbstract:
This
Masters
by
Research
project
involves
two
ways
of
meeting
that
explore,
in
complimentary
ways,
the
question
of
belonging.
It
comprises
this
exegesis
and
a
performance
at
a
spot
near
where
I’ve
lived
for
15
years,
on
the
banks
of
the
Merri
Creek
in
Melbourne.
This
spot
is
where
John
Batman
probably
met
with
Wurundjeri
elders
on
June
6th
1835,
with
the
aim
of
negotiating
a
treaty
for
the
buying
of
500,000
acres
of
their
land.
When
I
walk
along
the
Merri
Creek
I
feel
that
it
is
in
some
way
‘mine’,
but
know
that
this
is
only
the
case
because
the
original
inhabitants
were
violently
prevented
from
maintaining
their
traditional
lives
here.
For
contemporary
Aboriginal
people,
Australia
can
be
felt
as
‘theirs’
and
‘not
theirs’;
and
many
immigrant
Australians
who
now
‘belong’
here
were,
either
themselves
or
their
ancestors,
violently
moved
off
their
own
homelands.
It
could
be
argued
that
Australians’
relationship
to
the
land
is
paradoxical.
I
am
interested
in
what
theatre,
specifically
site-‐specific
theatre,
can
do
to
address
the
issue
of
belonging.
Neil
Leach
describes
belonging
as
inherently
performative.1
Assuming
that
the
personal,
social,
historical
and
spatial
are
inseparable
and
interdependent,
I
have
chosen
a
site
that
is
particularly
evocative
of
my
(and
hopefully
other
Australians
too),
exploration
of
connection
to
this
country.
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Cohner-Lewinowska, Judyta. "Teologiczny wymiar Szoah we współczesnej myśli żydowskiej z perspektywy Kidusz HaSzem i Kidusz HaChaim." Doctoral thesis, 2017. https://depotuw.ceon.pl/handle/item/2851.
Full textAbstract:
Niniejsza rozprawa doktorska została poświęcona problematyce walki i męczeństwa narodu żydowskiego w kontekście problemów filozoficznych i teologicznych. W pierwszym rozdziale pracy badam znaczenie pojęć: Kidusz HaSzem (Uświęcenie Imienia Bożego) oraz Kidusz HaChaim (Uświęcenie życia ludzkiego), Pikuah Nefesz, Szoah, Holokaust, Zagłada, Churban, skupiam się na etymologii oraz zmianom w użyciu na przestrzeni dziejów. Najważniejszym problemem badawczym jest próba znalezienia odpowiedzi na pytanie, czy tradycyjna koncepcja męczeństwa w sensie Kidusz HaSzem odnosi się także do sytuacji społeczności żydowskiej podczas Szoah. Analizuję zagadnienie martyrologii żydowskiej z okresu reżimu hitlerowskiego, kiedy to samo posiadanie żydowskiego pochodzenia oznaczało wyrok śmierci. Oznacza to, że ofiary mordów i prześladowań ze strony nazistów nie zawsze wyróżniały się pobożnością i przestrzeganiem prawa mojżeszowego, ginęły, ponieważ zostały zidentyfikowane przez oprawców jako Żydzi, przedstawiciele rasy podludzi, skazanej na eksterminację. Od tego wyroku nie było odwołania. Podczas okupacji nawet dobrowolny chrzest oraz wyparcie się wiary nie mogły wybawić od śmierci i tortur. Czy w takiej rzeczywistości należałoby przedefiniować pojęcia Kidusz HaSzem i Kidusz HaChaim z uwagi na to, że położenie ofiar Szoah diametralnie różniło się od sytuacji ich przodków, konających na stosach Inkwizycji dla uświęcenia Imienia Bożego? W drugim rozdziale analizuję postawy żydowskiego ruchu oporu oraz przedstawiam realia życia w gettach i obozach zagłady, przywołuję postacie: Emanuela Ringelbluma, Filipa Bialowitza, Samuela Willenberga i Marka Edelmana. Najważniejszy problem to właściwa definicja heroizmu, jego znaczenie w kontekście Kidusz HaSzem i Kidusz HaChaim W trzecim rozdziale omawiam soteriologiczny i eschatologiczny wymiar teologii Holokaustu oraz powstania państwa Izraela. Praca stanowi próbę odpowiedzi na najważniejsze dylematy ludzkości: skąd zło? Czy męczeństwo może być celem zwykłych ludzi? Dlaczego doszło do Zagłady sześciu milionów Żydów?<br>In this dissertation I have researched some theological and philosophical issues related to the Holocaust, specifically, the problem of the martyrdom in the context of the annihilation of the Jewish people during the Second War World. The title, Theological dimension of the Shoah in modern Jewish Thought: the relevance of Kiddush HaShem and Kiddush HaChaim, involves a major concept in the Jewish Thought. Kiddush HaShem means the sanctification of the Divine Name, respect of ethical teaching of Judaism, which implies, in the extreme situations, especially when Jews are forced to commit idolatry, assassination or sexual abuses, they should choose death. That is why, in many popular contexts Kiddush Hashem is understood as martyrdom. Kiddush HaChaim, yet, is sanctification of life, as human life is the most important value in the Jewish Law; for example, to save human life it is not necessarily required to respect commandments of Shabbat, religious holidays, or kashrut. Related concepts Pikuah Nephesh (saving the soul, the permission of being disobeyed considering the kosher and Shabbat) and Chillul HaShem (profanation of the Divine Name, unethical, disgraceful behaviour) are also considered.In the ghettos and in the concentration camps Jews had to choose between saving their life and violating the tradition of fathers. All religious problems considered in this dissertation have been researched from the perspective of the experience of witnesses of the Holocaust, described in memoires, and also the press and movies (Barbara Engelking, Emmanuel Ringelblum, Marek Edelman, Hanna Krall, Samuel Willenberg, Tomasz Blatt, Henryk Mandelbaum, Shlomo Venezia, Miklos Nyiszli, Calel Perechodnik, Mordechaj Chaim Rumkowski, Elie Wiesel, Emil Fackenheim, Abraham Joshua Heschel, rabbi Ephraim Oshry, Bogdan Wojdowski, Primo Levi and Jean Amery).The Holocaust poses a challenge for theologians and philosophers because this traumatic historical episode demands the reinterpretation of the Jewish religious law and the traditional perception of God. In the law and practice of the Third Reich all people of Jewish origin were to be murdered, regardless their spiritual, cultural and political affiliation. Also baptized Jews in the third generation belonged to Jewish people according to the Nazi regime. Edith Stein is the most famous Catholic victim of Jewish origin: she converted to Christianity as an adult woman with PhD in philosophy, and became a nun in the Carmelite monastery; yet she went to Auschwitz in 1942 as a Jew.During the Second World War Jews did not have a choice; the whole population was to be murdered. In the context of these facts, the question must be asked, Were the Jews martyrs, dying for the sanctification of God’s Name (that is, Kidush HaShem)? My thesis says that in general they cannot be considered martyrs. I have also reviewed the problem, What was, according to the Jewish religious law, the position of the baptized Jews with respect to Kiddush HaShem?