Dissertations / Theses: 'History of the Holocaust'

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O'Brien, Susan. "English Catholics and the Holocaust." Thesis, University of Winchester, 2016. http://repository.winchester.ac.uk/374/.

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Russell, Lucy Elizabeth. "Teaching the Holocaust in history : policy and classroom perspectives." Thesis, Goldsmiths College (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413712.

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Cutz, Vanessa. "Walking into History: Holocaust History and Memory on the March of the Living." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20421.

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This thesis is an ethnography of how children of Holocaust survivors interacted and connected with the March of the Living and Holocaust sites in Poland. This work explores how considering individual perspectives allows one to understand how the March works in complicated and nuanced ways to intensify connections with relatives and Jewish identity. In three chapters this work situates the experiences of four participants within theories of place-making and post-memory to consider methods they used to connect with Holocaust sites and what effect that connection had on their sense of identity.

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Richardson, Alasdair John. "Holocaust education : an investigation into the types of learning that take place when students encounter the Holocaust." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/6595.

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This study employs qualitative methods to investigate the types of learning that occurred when students in a single school encountered the Holocaust. The study explored the experiences of 48 students, together with two of their teachers and a Holocaust survivor who visited the school annually to talk to the students. A thematic analysis was conducted to identify prevalent similarities in the students’ responses. Three themes were identified, analysed and discussed. The three themes were: ‘surface level learning’ (their academic knowledge and understanding of the Holocaust), ‘affective learning’ (their emotional engagement with the topic) and ‘connective learning’ (how their encounter with the Holocaust fitted their developing worldview). The first theme revealed that students had a generally sound knowledge of the Holocaust, but there were discrepancies in the specifics of their knowledge. The second theme revealed that learning about the Holocaust had been an emotionally traumatic and complicated process. It also revealed that meeting a Holocaust survivor had a significant impact upon the students, but made them begin to question the provenance of different sources of Holocaust learning. The third theme showed that students had difficulty connecting the Holocaust with modern events and made flawed connections between the two. Finally, the study examines the views of the Holocaust survivor in terms of his intentions and his reasons for giving his testimony in schools. The study’s conclusions are drawn within the context of proposing a new conceptualisation of the Holocaust as a ‘contested space’ in history and in collective memory. A tripartite approach to Holocaust Education is suggested to affect high quality teaching within the ‘contested space’ of the event.

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Stenekes, Willem Jacob. "History denied a study of David Irving and Holocaust denial /." Sydney : UWS, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030704.164555/.

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Stenekes, Willem Jacob, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "History denied : a study of David Irving and Holocaust denial." THESIS_CAESS_HUM_Stenekes_W.xml, 2002. http://handle.uws.edu.au:8081/1959.7/268.

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The present study examines the promotion of Holocaust denial since 1945 with a particular focus on the works of David Irving. It specifically examines the contribution to Holocaust denial of Irving's ideological beliefs as expounded in his published works and his many public speeches. My thesis also presents evidence and an argument about Irving's crusade to promote Holocaust denial. This thesis will chart a changing consciousness about the established history of the Holocaust, in which conventional historical discussion is gradually losing ground. Deborah Lipstadt argues that these attacks on history and knowledge have the potential to alter the way established truth is transmitted from generation to generation. Lipstadt points out that according to some post-structuralist scholars no fact, no event, and no aspect of history any longer has any fixed meaning or content. Any truth can be retold. Any fact can be re-cast. Lipstadt defines this as bigotry. I tend to agree. This thesis will examine the genesis and context of holocaust denial. Here I shall evaluate significant contemporary denial writings and offer some perspectives about the controversy; I will consider general aspects of David Irving's background, personality and the major steps in his intellectual development; Irving will be examined as an author of historical books and an historian of the Second World War; examine Irving as a Holocaust denier; examine both Irving's political agenda, his propensity to associate with extreme right groups and individual and his alleged capacity to incite violence.
Master of Arts (Hons)

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Stenekes, Willem J. "History denied : a study of David Irving and Holocaust denial /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030704.164555/index.html.

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Thesis (PhD) -- University of Western Sydney, 2002.
"A thesis presented to the University of Western Sydney in the fulfillment of the requirement for the degree of Master of Arts (Honours), May 2002." Bibliography: p. 300-333.

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Beiersdorf, Danielle da Silva Maçaneiro. "O Museu do Holocausto de Curitiba: globalização da memória e ensino de história." Universidade Estadual do Oeste do Paraná, 2015. http://tede.unioeste.br:8080/tede/handle/tede/1717.

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Made available in DSpace on 2017-07-10T17:55:38Z (GMT). No. of bitstreams: 1 Danielle_Beiersdorf.pdf: 5251162 bytes, checksum: b13a3bb4ca6cc56f89fe38ce28ac912d (MD5) Previous issue date: 2015-05-27
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The work presents an overview on the design of Curitiba Holocaust museum, promoting a brief analysis of aspects of the foundation of the Jewish community of Paraná which served as the foundation for its design. Later we analyze the relationship between the museum, its exhibitions, its outreach mechanisms, sensory, cognitive and emotional. Therefore we analyze the museographic aspects related to teaching history and its uses within the museum's space, through the evaluations of sensitization mechanisms and educational methodologies used during the exhibition route
O trabalho traça um panorama sobre a concepção do museu do Holocausto de Curitiba, promovendo uma breve análise dos aspectos relativos a fundação da comunidade judaica do Paraná que serviu de alicerce para a sua concepção. Posteriormente analisamos as relações entre o museu, suas exposições, seus mecanismos de sensibilização, sensorial, cognitiva e emocional. Para tanto analisamos aos aspectos museográficos relacionados ao ensino de história e seus usos dentro do espaço museográfico, através das avaliações dos mecanismos de sensibilização e das metodologias educacionais utilizadas durante o percurso da exposição

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Jersak, Tobias. "Hitler and the interaction of war and Holocaust, 1941." Thesis, University of Cambridge, 2000. https://www.repository.cam.ac.uk/handle/1810/272435.

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Stone, Daniel. "The construction of the Holocaust : genocide and the philosophy of history." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361889.

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Semenchenko, Maryna. "Memorials to the Holocaust Victims in Minsk, Belarus : History, Design, Impact." Thesis, KTH, Samhällsplanering och miljö, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-236063.

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This research studies two memorials to the Holocaust victims in Minsk, Belarus with the aim to identify how these spaces of commemoration were formed. The study builds upon the analysis of three spheres: the physical space of the chosen memorials, decision-making process regarding their installation, and social practices that have happened around. Additionally, this thesis analyses the correlations of these areas. The methods for the research are qualitative and explorative case study analysis. An extensive review of documents and media is done. Additionally, direct observations of the urban memorials were conducted.

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Faber, Jennifer A. "HOLOCAUST MEMORY AND MUSEUMS IN THE UNITED STATES: PROBLEMS OF REPRESENTATION." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1114120239.

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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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Herr, Alexis. "Fossoli di Carpi| The History and Memory of the Holocaust in Italy." Thesis, Clark University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633672.

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Fossoli di Carpi: The History and Memory of the Holocaust in Italy analyzes the role and function of an Italian deportation camp during and immediately after World War II within the context of Italian, European, and Holocaust history. Drawing upon archival documents, trial proceedings, memoirs, and testimonies, Fossoli di Carpi investigates the distinct functions of Fossoli as an Italian prisoner-of-war camp for Allied soldiers captured in North Africa (1942-43), a Nazi deportation camp for Jews and political prisoners (1943-44), a postwar Italian prison for Fascists, German soldiers, and displaced persons (1945-47), and a Catholic orphanage (1947-52). This case study shines a spotlight on victims, perpetrators, Resistance fighters, and local collaborators to depict how the Holocaust unfolded in a small town and how postwar conditions supported a story of national innocence. My dissertation trains a powerful lens on the multi-layered history of Italy during the Holocaust and illuminates key elements of local involvement largely ignored by Italian wartime and postwar narratives, particularly compensated compliance, the normalization of mass murder, and the industrialization of the Judeocide in Italy.

The buoyancy and longevity of the "brava gente" myth in popular Holocaust memory has obscured Italian participation in the Judeocide. This study of a camp, from its origins to its postwar functions, exposes not only the pattern of silence that facilitated mass murder, but also the national and international political sources of that silence. Italy's wartime past is far from a single-note narration of benevolence. This emerges clearly as we scrutinize a decade of uses of Fossoli.

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MacGregor, Fianna Raven. "The Responsibilities and Limitations of Holocaust Storytelling: Understanding the Structure and Usage of the Master Narrative in Holocaust Film." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/150.

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When we speak of historical events, we do so with a certain amount of perceived knowledge; that is, we come to believe we know specific, individual 'truths' about the event. Since historical works are never unembellished lists of documented facts, the knowledge of how we conceive of factual events, how we document events we did not witness, is important in understanding the resulting storytelling process, not just in fictional literary constructs such as novels, short stories, poetry or film, but in the formulation of history itself. For written history must be seen, at least in part, as a constructed or representational reality and this construction generally takes place organically, that is, there are no architects of such histories. Instead, they come together as a result of public acceptance of the individual elements of the narrative. Over time, historical data and anecdotal narrative solidify into a cohesive whole made up of both hard fact and individual response to those facts, a blended whole that can be termed the master narrative of the historical event and which serves as the basis on which we construct the fictional narratives of literature and film.

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Ifft, Leah M. "Youngstown, Ohio Responds to Holocaust Era Refugees." Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1504792281469131.

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Caraveo, John D. "Refuse to go Quietly: Jewish Survival Tactics During the Holocaust." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3039.

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During World War Two, the European Jewish population was faced with this during Shoah (the Holocaust). From Kristallnacht in November 1938 to the collapse of the Nazi Regime in May 1945, they relied heavily on each other and their instincts to discover ways to survive while in the ghettos, labor camps, and partisan units, if they managed to escape and head for the forests. Even with some Jews turning on their own to help the Nazis, the vast majority stuck together and did everything they could to persist and survive. While only two uprisings were viewed as successes, the ghetto and camp revolts that failed still showed the Jewish people were not going to lie down to the Germans and that they were never going to give up. This thesis details some of the ways Jews fought for survival in the ghettos, concentration/extermination camps, and as partisan fighters.

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Veeder, Stacy Renee. "The Republican Race| Identity, Persecution, and Resistance in Jewish Correspondence from the Concentration Camps of Occupied France, 1933-1945." Thesis, State University of New York at Albany, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815654.

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An examination of the wartime correspondence of hundreds of Jewish individuals living or interned in France, citizens who denounced or advocated for them, and the response of French officials to these petitions reveals a multifarious discourse regarding who was capable of belonging to the French state. Letters from the camps of France offer an exceptionally rare window into the perceptions and self-conception of the interned as they engaged with friends, family, and colleagues, petitioned officials, demanded the restoration of their legal status, and endeavored to disprove accusations that they constituted a separate and unassimilable group. France experienced an immigration crisis and a period of intense political friction directly prior to the Second World War. These factors stirred anxiety over moral ‘degeneration’ and a perceived loss of socio-economic control, inspiring exclusionary policy and policing of immigrant and refugee communities.

This correspondence requested recognition and release, the provision of aid for the interned and their families, and for French and Jewish organizations to explain anti-Jewish measures. Within their letters and entreaties Jews in France consistently confirmed their loyalty and patriotism while decrying the abhorrent nature of the classification, ‘aryanization,’ arrest, and deportation measures. Within correspondence from the concentration camps traumatic violence, extreme deprivation, and the fervent need to acquire resources for survival (provisions, medicine, news) frequently took precedence. Internees pursued petition as part of their multi-pronged survival strategies. Although it is difficult to gauge intention within such a complex and controlled medium, the sense of shock present in the letters implies authors were often convinced their citizenship, service, or in the perilous case of the ‘ juifs étrangers’ their motivation to assimilate, held emancipatory power. While officials of the French State rarely responded directly to personal letters, these demands were taken up by leaders of Jewish organizations, the Union générale des Israélites de France, the Consistoire central, aid societies, and delegations of veterans and wives of prisoners, in their meetings with Vichy and Commissariat général aux questions juives officials. These petitions mobilized familial, friendship, and professional networks in their defense, and give insight into how strategies of adaptation and perceptions of the persecution shifted over time.

Hundreds of letters of personal correspondence and petition between camp internees and Jewish and French officials from the Drancy, Beaune-la-Rolande, Compiègne, and Pithiviers camps are primarily found in Centre de Documentation Juive Contemporaine collections in Paris, the USHMM camp collections, and Yad Vashem. Dozens of letters written by Jewish and non-Jewish individuals and organizations advocating for the rights of the Jewish community can be found in the Archives Nationales- Commissariat général aux questions juives collections.

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Rapson, Jessica. "Topographies of suffering : encountering the Holocaust in landscape, literature and memory." Thesis, Goldsmiths College (University of London), 2012. http://research.gold.ac.uk/8025/.

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As the Holocaust passes out of living memory, this thesis re-evaluates the potential of commemorative landscapes to engender meaningful and textualised encounters with a past which, all too often, seems distant and untouchable. As the concentration camps and mass graves that shape our experiential access to this past are integrated into tourist itineraries, associated discourse is increasingly delimited by a pervasive sense of memorial fatigue which is itself compounded by the notion that the experiences of the Holocaust are beyond representation; that they deny, evade or transcend communication and comprehension. Harnessing recent developments across memory studies, cultural geography and ecocritical literary theory, this thesis contends that memory is always in production and never produced; always a journey and never a destination. In refusing the notion of an ineffable past, I turn to the texts and topographies that structure contemporary encounters with the Holocaust and consider their potential to create an ethically grounded and reflexive past-present engagement. Topographies of Suffering explores three case studies: the Buchenwald Concentration Camp Memorial, Weimar, Germany; the mass grave at Babi Yar, Kiev, Ukraine; and the razed village of Lidice, Czech Republic. These landscapes are revealed as evolving palimpsests; multi-layered, multi-dimensional and texturised spaces always subject to ongoing processes of mediation and remediation. I examine memory’s locatedness in landscape alongside the ways it may travel according to diverse literary and spatial de-territorializations. The thesis overall brings three disparate sites together as places in which the past can be encounterable, immersive and affective. In doing so, it looks to a future in which the others of the past can be faced, and in which the alibi of ineffability can be consigned to history

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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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Williams, Shannon Day. "Dancing Under the Gallows: Recollections of a Holocaust Survivor." Thesis, Boston College, 2006. http://hdl.handle.net/2345/585.

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Thesis advisor: Susan Michalczyk
This 2005-2006 Senior Honors Thesis is the story of Holocaust survivor Edgar Krasa and his experience in the Nazi concentration camps. As a human, I felt it was my duty to share his remarkable account with the world. As a writer, I have sought to leave him with something tangible, a small tribute to the suffering he endured. I have attempted to maintain a delicate balance between research and storytelling, as Mr. Krasa's story exists in the context of the theoretical framework I have studied. This work is not meant to speak only of gas chambers, death marches, bitter cold, and death. Rather, it stands as a testament to human loyalty, hope, determination, and unwavering belief in life. It is meant to expose the depths and resilience of the human soul
Thesis (BA) — Boston College, 2006
Submitted to: Boston College. College of Arts and Sciences
Discipline: College Honors Program

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Jagneaux, Kelsey N. "Through Horror, Humiliation, and Hope| Holocaust Commemoration and Memorialization in New Orleans, Louisiana." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10271548.

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This thesis traces the evolution of Holocaust commemoration and memorialization in New Orleans, Louisiana. It situates Holocaust commemoration in New Orleans into a national context and explains that Holocaust remembrance in the early decades after WWII was largely regulated to the small survivor community that developed in the city. It locates the political career of white supremacist and Holocaust denier David Duke in the late 1980s and early 1990s as a defining catalyst for a shift in Holocaust remembrance in the city. It shows that while Holocaust commemoration was present in the city pre-Duke, it was not as prevalent after Duke?s successful election to the House of Representatives in 1989. The New Orleans Jewish community not only used Holocaust commemoration as a response to Duke?s racist and anti-Semitic ideology, but also expanded commemoration to include pedagogical initiatives and memorialization. This thesis further explores these efforts to explain that Holocaust commemoration and memorialization was used to both remember the Holocaust and address larger issues of racism and intolerance in order to incorporate a broader demographic into commemorative events. It aims to illuminate Jewish commemorative culture in New Orleans that has not been fully investigated, evaluate Holocaust memorialization in New Orleans and situate it in a broader national context in order to explore its unique aspects, and finally, it seeks to add to our understanding of how collective memory develops amongst diverse groups.

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Alden, Natasha. "Reading behind the lines: postmemory, history and narrative in the novels of Graham Swift, Pat Barker, Adam Thorpe and Ian McEwan." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491589.

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Meyer, Birga Ulrike. "Difficult displays : Holocaust representations in history museums in Hungary, Austria and Italy after 1990." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46490.

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This study analyses how history museums in Austria, Hungary and Italy, represent the Holocaust. With close reference to debates about European Holocaust commemoration, it addresses how these exhibitions in countries closely related to Germany during the Holocaust construct the past as an object of knowledge/power. It also examines how the conceptualisation of historical agency assigns meaning and creates specific subject positions for the visitor. The research includes 21 different permanent exhibitions, established after 1989/1990, from which four, deemed representative, form the case studies. In Austria the author chose the Zeitgeschichte Museum in Ebensee, in Hungary the Holokauszt Emlékközpont in Budapest, and in Italy the Museo della Deportazione in Prato and the Museo Diffuso della Resistenza, della Deportazione, della Guerra, dei Diritti e della Libertà in Turin. Within the case studies Birga U. Meyer analyses how prisoner uniforms, perpetrator photographs, objects from concentration camps, and (video-) testimonies of survivors are displayed. The method is a discourse analysis following Michel Foucault, applied to museum exhibitions by Mieke Bal. Daniel Levy’s and Natan Sznaider’s view that global, national and regional discourse formations form new, hybrid narratives provides the theoretical framework. The findings suggest that three worldwide approaches to the Holocaust structure the exhibitions: the division of the Holocaust into four stages; an emphasis on perpetrator history; and an attempted pluralisation of the victim groups. These structuring elements are explained via national narratives, which exemplify, change, adapt or supplement the worldwide components. Regional discourses are less decisive and European discourse formations not yet influential to the museum representations. The mode of representation draws in each case on an aesthetics understood as the adequate representation of the Holocaust in that national context. What the exhibitions have in common is an authoritative presentation of one historical truth and an illustrative, functional use of primary sources. Historical agency – the forces/actors responsible for historical developments – is assigned to different agents: developments within society; the perpetrators; the victims; or everyone. It is this that distinguishes the different exhibitions from one another: and in result the meaning given to the Holocaust and subject positions offered differ.

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Le, Vaul-Grimwood Marita. "The Holocaust as family history : beyond the second generation in North American Jewish writing." Thesis, University of Newcastle Upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399541.

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Bloxham, Donald. "Genocide on trial : war crimes trials and the formation of Holocaust history and memory /." Oxford : Oxford university press, 2003. http://catalogue.bnf.fr/ark:/12148/cb390951061.

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Texte remanié de: Ph.D.--Southampton, 1998. Titre de soutenance : The Holocaust on trial : the war crime trials in the formartion of history and memory.
Documents en annexes (verdicts du procès de Nuremberg et d'autres procès). Bibliogr. p. 233-261. Index.

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Patti, Chris J. "Compassionate Storytelling with Holocaust Survivors| Cultivating Dialogue at the End of an Era." Thesis, University of South Florida, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587827.

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We live in a frantic, fractured, ever-quickening, and violent world that is at the end of the era in which we will be able to talk with survivors of the Shoah. To date, there have been approximately 100,000 recorded interviews of Holocaust survivors. The vast majority of these interviews—such as the 52,000 done for Steven Spielberg's and USC Shoah Foundation Archive—have used traditional, single-session, and "neutral" methods of oral history interviewing to "capture" and "preserve" the legalistic, historical "testimonies" of survivors. The present study responds to this situation and unique moment in time by slowing down, listening, speaking repeatedly and intimately, forming interpersonal relationships, and storytelling with three Holocaust survivors in the Tampa Bay area: Salomon Wainberg, Manuel Goldberg, and Sonia Wasserberger. I do this in order to see those I work with as experiential authorities able to help me address the classic and post-modern issues of human meaning, connection, and value in the post-Holocaust world. I first contextualize this work within extant and related research in the field of communication. Then I situate this project in the broader intersections of work on the history of the Holocaust and Holocaust survivors. This is followed by an outline of the particular collaborative oral history and ethnographic theories and methods that influence this work. These contexts lead to three chapters, the ethnographic stories of each survivor I have worked with for the past three years. Each story focuses on: a) the oral history and ethnographic significance of sharing particularities of each survivor's experience through our dialogues together; b) broader insights and explorations of the central themes (compassion, identification, and affinity) that emerged from our interviews and relationships. The final chapter concludes by reflecting on and synthesizing the values and limitations of this project. As a whole, this dissertation cultivates and exemplifies: a) a unique understanding of humane and humanistic approaches to ethnographic methods in the fields of communication and oral history; b) compassion, identification, and affinity as important lenses and motives to consider in research with individuals (in particular individual survivors of mass atrocities); c) the historical value and need to continue developing diverse approaches to scholarship that centralize personal stories, dialogue, peace, wisdom, and work that represents marginalized experiences and experiences of marginalization in a violent, oppressive world. This dissertation is offered as a token of remembrance of the Holocaust and to those who shared their stories with me.

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Gryta, Jan. "Remembering the Holocaust and the Jewish past in Kraków, 1980-2013." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/remembering-the-holocaust-and-the-jewish-past-in-krakow-19802013(20de4de5-c7de-48e1-9569-846420afcd0e).html.

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This thesis examines the ways in which the Holocaust and the Jewish past have been remembered in Kraków, investigates the impact local memory work has had on Polish collective memory, and problematises the importance of the 1989 threshold for that memory work. Looking at Kraków, an exceptional and exceptionally important case study, between 1980 and 2013, the thesis investigates heritage creations in Kazimierz, the old Jewish Town, and traces the genealogies of Holocaust exhibitions presented in Kraków. It also traces the emergence of urban critical narratives about the past, pertaining both to the city and to Poland as a whole. Created in opposition to the mainstream ethno-nationalist narrative, which was often supported by both the Communist and the democratic governments, the interpretation of the past laid out in Kraków gradually incorporated the Jewish past into the narrative on Polish history. The thesis demonstrates how, over the course of thirty years, Jews came to be presented as rightful members of the Polish national community, and the Holocaust as an integral part of Polish war history, albeit still distinct to other sufferings. At the forefront of the process of excavating and presenting Kraków’s Jewish past were local memory activists. In particular, this thesis highlights the pivotal role played by mid-ranking officials from municipal administration and by fictive kinships in the process of urbanisation of memory. These individuals and groups translated the ideas of critical engagement with the nation’s history, propagated by some sections of the national elite, into a form that could be consumed by a mass audience. In addition, the thesis demonstrates that memory work on a local level persisted almost uninterrupted through the transition to democracy. Activists responsible for the creation of inclusive narratives in the 1980s, and the Krakowian intelligentsia in general, carried those ideas forward through the collapse of Communism – no radical reformulation of representations of the Jewish past or the Holocaust took place in the early 1990s. The local narratives grew progressively more critical and increasingly more cosmopolitan from the 1980s onward, but this process only truly accelerated after 2010. The present thesis argues that this post-2010 intensification was only possible after local activists had embraced new forms of commemoration and new modes of authentication within museum exhibitions. In particular it points toward the espousal of ‘complementary authenticities,’ a mode of authentication of narratives strongly anchored in history that at the same time aimed to incite an emotional response. This incorporation of ‘complementary authenticities’ allowed for the creation of narratives that sensitised audiences to the suffering of Poles regardless of their ethnic background. Thus the thesis relates the developments of memory work in Kraków to broader changes in culture, rather than solely to changes in political life.

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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.

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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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Moore, Jina. ""Things that demand to be told": Holocaust memory and American high schools." Thesis, Boston University, 2002. https://hdl.handle.net/2144/27725.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

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Bloxham, Donald. "The Holocaust on trial : the war crimes trials in the formation of history and memory." Thesis, University of Southampton, 1998. https://eprints.soton.ac.uk/42317/.

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The thesis considers the educational function of the trials of Nazis by the British and American authorities after the Second World War. As has generally been overlooked in the literature, legal proceedings were instituted not only to punish the abhorrent actions of the Third Reich, but also to provide an historical record for the edification of victors, vanquished and posterity alike. The route from this Allied intention to its fulfillment was not a straightforward one, however, bedeviled by enduring preconceptions of Nazi criminality on all sides, and by the very nature of the legal process. To illustrate by case study the difficulties of disclosing information through the trial medium, the theme of the murder of the European Jews has been selected. The limiting influence of British and American socio-cultural and politico-legal norms on the parameters of the trials is developed in the first section. This analyses the prosecutorial methods with which it was considered the didactic aims would best be achieved, alongside the prevailing trend towards downplaying the particular identity of the chief victims of Nazism. The image of the Jewish catastrophe thus compiled as theory was translated into reality in the Allied courtrooms is the initial focus of the second section. That deals with the problematic image of the 'concentration camps' established in a selection of trials; and with the influence of such proceedings upon the academic historiography of the Holocaust. Finally, the thesis confronts the popular receptivity in Britain, the USA and West Germany to the information made available.

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Hurlstone, Nigel. "The relationship between installation art practice and the presentation of history with particular reference to the Nazi oppression of homosexuality 1933-1945." Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324143.

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Stiles, Emily. "Narrative, object, witness : the story of the Holocaust as told by the Imperial War Museum, London." Thesis, University of Winchester, 2016. http://repository.winchester.ac.uk/808/.

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On June 7, 2000, the Holocaust’s position as an official part of British history and memory became solidified with the opening of a permanent Holocaust exhibition within London’s Imperial War Museum. This important national museum embodies Britain's cultural memory of war, of which the Holocaust has become a central part. Situated within debates of museology and memory, this thesis offers a compelling case study on the performative role of the museum in the construction of an official Holocaust memory within Britain and its relationship to national identity. While the Holocaust has become a ‘moral touchstone’ of contemporary society it seems urgent we raise questions of not only why we remember the Holocaust, but what, exactly, it is we are remembering. The oft cited dictum to 'never forget' requires remembrance of the Holocaust to serve a purpose; so that events of Nazi Europe may never be repeated. This ambition has proven hollow, yet countries invest millions of pounds in official Holocaust remembrance, commemoration and education. What purpose does the Holocaust serve in twenty-first century Britain? Questions of Holocaust narrative, material culture and testimony dominate the study, underpinned through wider concepts of history, memory, identity and museology in a British context. Using the Imperial War Museum as a case study, this thesis presents a challenge to the place of the Holocaust within British memory of war and questions how this limiting framework affects the way the Holocaust is remembered and understood throughout British society more broadly. Each chapter focuses on a specific aspect of the Holocaust exhibition and its display. A history of the exhibition provides detail on how and why the Holocaust became a central theme for the Imperial War Museum, while a study of the photographic, object and testimony displays in each dedicated chapter draws conclusions on how the Holocaust is shaped within this specific context. The relationship between the exhibition displays and Holocaust education more broadly throughout Britain is explored in detail in the final chapter of the thesis. Beyond the Imperial War Museum, this study points towards the future of Holocaust memory in Britain with an aim to highlight a limited understanding of the wider context of Britain and the Holocaust within popular narratives. How Britain connects to Holocaust history and memory remains central to this research, but it also considers how Britain could connect in more meaningful ways beyond learning the 'lessons' of the Holocaust.

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Vasicek, Caroline. "Voices from the Darkness: Women in the Nazi Camps and Soviet Gulag." Thesis, Boston College, 2003. http://hdl.handle.net/2345/382.

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Thesis advisor: John Michalczyk
The Holocaust and the Soviet Gulag are frequently remembered for the vastness of their human cost. Rightly so, for the Holocaust claimed 6 million Jewish victims and 5 million non-Jewish victims. Estimates for the number of victims that deaths and ordered executions in the Gulag claimed range widely—from 3.5 million up to 20 million, with most estimates putting the mark in the range of 10-12 million. These numbers are absolutely staggering. It seems almost impossible to put such statistics into any concrete terms; how, separated by generations and geography, can we begin to understand the tangible meaning of a loss of life on the order of ten or twenty million people? How can we understand the far-reaching effects of that sort of terror perpetrated by humans, and of that sort of terror inflicted on humans? Moreover, what sort, exactly is the terror that we are referring to when we talk about the events of the Holocaust and the Gulag? To a certain extent, the answers to these questions are out of our grasp; only those who experienced these events firsthand can begin to comprehend them. Even survivors attest to the incomprehensible nature of their experiences. In order to at least try to shed light on some of these questions, however, this work attempts to look at the Holocaust and the Gulag through the eyes of individuals who lived through the ordeal, in the hopes that this will start to make these events more comprehensible. I have chosen to focus specifically on women, partly because the massive size of the body of Holocaust and Gulag literature necessitates some sort of narrowing of the field, and partly because women confronted a different face of terror than did men; their gender intrinsically shaped their experiences. It is an attempt to find out how some women—for the number examined is too small to make any claims to universality—lived through such extenuating circumstances. The bulk of it is based on selective findings in personal memoirs and narratives. While personal accounts may not be the most accurate source for historical data, they are an ideal location for gaining a greater understanding of the personal human cost. Numbers can attest to the staggering magnitude of the terror; personal accounts can attest to the depth and the effect of the terror on the victim. The historical events of the Holocaust and the Gulag were the reasons for the socio-psychological aspects of resistance and survival that is the main focus of this study
Thesis (BA) — Boston College, 2003
Submitted to: Boston College. College of Arts and Sciences
Discipline: History
Discipline: College Honors Program

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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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Nedvin, Brian. "Holocaust Song Literature: Expressing the Human Experiences and Emotions of the Holocaust through Song Literature, Focusing on Song Literature of Hirsh Glick, Mordechai Gebirtig, and Simon Sargon." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4850/.

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During the years of the Holocaust, song literature was needed to fulfill the unique needs of people caught in an unimaginable nightmare. The twelve years between 1933 and 1945 were filled with a brutal display of man's inhumanity to man. Despite the horrific conditions or perhaps because of them, the Jewish people made music, and in particular, they sang. Whether built on a new or an old melody, the Holocaust song literature continues to speak to those of us who are willing to listen. This body of work tells the world that these people lived, suffered, longed for vengeance, loved, dreamed, prayed, and tragically, died. This repertoire of songs is part of the legacy, the very soul of the Jewish people. This study contains a brief look at the historical circumstances, and through the song literature of Hirsh Glick, Mordechai Gebirtig and Simon Sargon, life within the ghetto, the concentration camp, the decisions families had to make, the choices to fight back against incredible odds, the place of faith within this nightmare, and a look at the lives and works of the composers themselves.

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McKay, Thomas Joseph. "A multi-generational oral history study considering English collective memory of the Second World War and Holocaust." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/10937.

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This thesis provides a survey of the English memory of the Second World War and Holocaust using oral interviews. Drawing from work by Halbwachs on collective memory and Grele on myth-making I demonstrate how people use national collective memory to provide frameworks for their individual narratives of memory or remembrance. I will also show how various influences from media and education have contributed to promoting and sustaining some of the myths associated with the British experience of the Second World War. However, by an empirical analysis of the data I also demonstrate how different groups within the nation, especially the family setting, have emotional charged memories that differ markedly from the national collective memory. Therefore, the study also notes remarkable divergences in the ‘public’ and ‘private’ representation of World War II and the Holocaust within England. I will illustrate how certain memories and representations have been marginalised as they are not useful to the overall social cohesion of the national community, which draws a level of security from the popular British war memory. Therefore this study adds a contribution to the discourse surrounding the memory of the Second World War and the Holocaust within England.

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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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Steinitz, Joseph. "What's metaphor got to do with it? Troping and counter-troping in Holocaust victim language." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1910.

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This project examines the rhetorical functionality of metaphors created and used by victims of Nazi terror during the Holocaust. Exploring the link between knowledge, thought and language, along with an examination of metaphors used by Nazi victims, leads to the definition that metaphor is a vital tool creator of meaning, not merely "ornamental." The project first aims to stress the importance of grounding theories that highlight the strong relationship between metaphors and the culture they develop in. By defining metaphor as a trope possible of not only describing, but also shaping the reality of its users, I argue that studying metaphors used by victims in the camps can reveal how they either retained or gained a certain degree agency through the performative use of language. I claim that victims created and used language to their advantage in a way that enabled their survival. Through this lens, victim power and agency can be evaluated in terms of language from a specifically rhetorical theory that stresses the always-active language user. The research is a rhetorical-textual analysis of the discourse of the Holocaust through an examination of metaphors used by the victims and collected from survivor testimonies found in the Voice/Vision Holocaust Survivor Oral History Archive at the University of Michigan-Dearborn. The theoretical perspective from which I approach this archive draws on an interdisciplinary theoretical background that includes the fields of communication, rhetoric, philosophy, linguistics, and social-psychological cognitive research, as well as Holocaust studies. The rhetorical analysis of testimonies in the first phase includes extracting metaphors from Holocaust testimonies, identifying their vehicle terms, and finally, determining their functions in camp discourse. The metaphors are then grouped into five major metaphors that illustrate the functionality of victim-created metaphors and then analyzed in an aim to illustrate both the troping of new metaphors and the counter-troping of Nazi-created metaphors as a perfromative form of gaining agency. The use of these metaphors also functions as agency-gaining devices after the Holocaust among survivors making sense of their past experiences. The subsequent conclusion is that for those seeking to understand the Holocaust, metaphors are an important key necessary for comprehending the horrific realities that survivors are trying to express. The project aims to introduce a new rhetorical lens to uncovering historical events such as the Holocaust. The twentieth century saw other regimes of terror intended to eliminate groups of people creating situations in which lexical voids are created, such as the Bosnian and Rwandan genocides. Since those historical events involve violence in such extreme measures that speakers turn to metaphor in order to both describe their horrific reality and gain agency against their oppressors, it is vital that we identify and define a methodology to uncover truths through metaphor.

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Souza, Lilian Ferreira de. "Vozes femininas: trajetórias de sobreviventes do holocausto radicadas no Brasil (1933-1960)." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8158/tde-30092014-182330/.

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A partir do registro das narrativas orais sobre o Holocausto, pretendemos analisar um conjunto de testemunhos que expressem as trajetórias das mulheres judias sobreviventes do nazismo radicadas no Brasil entre 1933-1960. A historiografia sobre o tema revela que um grande número de mulheres judias foram perseguidas, torturadas e confinadas em guetos, campos de trabalho e de extermínio. No entanto, muito pouco se sabe sobre a trajetória daquelas que optaram por viver no Brasil. Suas histórias de vida estão diretamente relacionadas à política antissemita adotada após a ascensão de Adolf Hitler ao poder, em 1933, na Alemanha. É fato que o cotidiano dos judeus foi totalmente alterado a partir deste momento em que o Estado nacional-socialista passou, gradativamente, a segregá-los enquanto seres inferiores. As mulheres judias, por sua vez, foram tratadas como representantes de uma raça degenerada, e, como tais, tornaram-se o foco das ações racistas previstas como parte do plano de exclusão e extermínio idealizado pelo Terceiro Reich. São as narrativas de algumas destas mulheres que, enquanto sobreviventes do Holocausto, nos interessam analisar em busca de suas visões de mundo, seus traumas, dores e alegrias
From the record of the oral narratives about the Holocaust, we intend to analyze a set of testimonies that express the trajectories of Jewish women survivors of Nazism, established in Brazil between 1933-1960. The historiographyon the subject reveals that a large number of Jewish women were persecuted, tortured and confined in ghettos, labor camps and death camps. However,the history of those who have chosen to live in Brazil remainsnot widely known. Their life stories are directly related to the anti-Semitic policy adopted after the rise ofAdolf Hitlerin Germany. It is a fact that the daily life of Jews was totally changed from that moment in which the national socialist State started gradually to segregate them as inferiorbeings. The Jewish women, in turn, were treated as representatives of a degenerate race, and, as such, have become the focus of racist actions planned as part of the exclusion and extermination created by the Third Reich. The narratives of these women, asHolocaust survivors, are the focus of our research. We analyze their worldviews, their traumas, sorrows and joys

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Witt, Joyce Arlene McBride Lawrence W. "A humanities approach to the study of the Holocaust a curriculum for grades 7-12 /." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995671.

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Thesis (D.A.)--Illinois State University, 2000.
Title from title page screen, viewed May 2, 2006. Dissertation Committee: Lawrence McBride (chair), Donald E. Davis, Niles Holt, Alvin Goldfarb. Includes bibliographical references (leaves 291-296) and abstract. Also available in print.

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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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Cady, Alyssa R. "Representing the Holocaust: German and American Museums in Comparative Perspective." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1470051050.

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Worthington, David L. "American exceptionalism and the Shoah : the case of the United States Holocaust Memorial Museum /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3268343.

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Thesis (Ph.D.)--Indiana University, Dept. of Communication and Culture, 2007.
Title from PDF t.p. (viewed Dec. 5, 2008). Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: . Adviser: John Louis Lucaites.

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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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Lawson, Thomas. "The Anglican understanding of the Third Reich and its influence on the history and memory of the Holocaust." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392697.

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Jones, Susanne Lenné. "What’s in a Frame?: Photography, Memory, and History in Contemporary German Literature." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132239561.

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Capage, Dana Lynne. "Die unbewältigte Vergangenheit: the Third Generation and the Holocaust in Recent Literature and Film." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2232.

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Processing the Holocaust and its disruption to society has emerged as a significant preoccupation, both privately and publicly, since the war ended almost seventy years ago. By taking up the topic, contemporary artists, often called the "third generation," die Enkel or die Dritten in German, argue that grappling with the past is a process that cannot yet be laid to rest. The cultural production of some of these artists is the focus of this study. Some, like German literary scholar Ernestine Schlant, have argued that past efforts to process history have been lacking. Her review of West German, post-war literature, The Language of Silence, is surveyed for the purpose of understanding how previous generations tackled the topic and how success in confronting the issues could be measured. Four artists represent their views on the burden of history in works produced in the first decade of the new century. In Schweigen die Täter, reden die Enkel, Claudia Brunner describes her efforts to recognize and deal with the feelings of Phantomschmerzen as a result of being a descendent of a Nazi perpetrator. Himmelskörper, by Tanja Dückers, portrays a new mother trying to discover the secrets her grandmother harbors; Uwe von Seltmann wrestles with the legacy of unpunished crimes in Karlebachs Vermächtnis; and, denial takes center stage as Jens Schanze documents his family's attempts to end the silence about a Nazi grandfather in the film Winterkinder. Lest it be thought contemporary artists saw no importance in the legacy of the Holocaust or were not inclined to tackle political issues, this study contends that modern artists are not only capable of confronting the past, but that they find the confrontation still necessary. Given their temporal distance to the era, they have an advantage over previous generations to approach the issues with more objectivity and composure. They do this work in service to others who seek to understand the pain and guilt they feel; to those who sense secrets in their family's history that remain buried and harmful; to those who were wronged; to those who suffer from long-suppressed conflict; and, to those who care deeply, also from afar, that German society successfully digest, but not forget, the history.

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Holcom, Andrew C. Young Kathleen Z. "Misrepresentations as complicity : the genocide against indigenous Americans in high school history textbooks /." Online version, 2010. http://content.wwu.edu/cdm4/item_viewer.php?CISOROOT=/theses&CISOPTR=351&CISOBOX=1&REC=12.

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Garlitz, Richard P. "Responses to catastrophe from Henri Barbusse to Primo Levi : rethinking the Great War and the Holocaust in literary history." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1217399.

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This thesis examines how the First World War and the Holocaust fit into Western history and literary history by. It takes as its point of departure two arguments that currently enjoy, the favor of many specialists. First, it critiques the idea that the literature of the First World War is firmly embedded in the Western literary heritage while that of the Holocaust lies outside the realm of expression, a position that Jay Winter has taken a leading role in developing. Second, it challenges the notion that the Holocaust is an occurrence in history to which no other event offers parallels. The study argues that these points of view obscure our understanding of each disaster. In reality, personal narratives demonstrate that many survivors responded to the First World War and the Holocaust in similar ways. If this is true, then the Great War cannot be firmly embedded in the European cultural tradition while the Holocaust destroys it. A more accurate representation is that the first episode of industrial mass slaughter, the Great War, initiated a rupture in the Western historical and literary heritage that the Holocaust completed.
Department of History

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Dissertations / Theses on the topic 'History of the Holocaust'

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