Albert Friedlander's work stands as a major contribution to what we might call a generational project. Those Jews who, like Albert, survived the catastrophe of the Holocaust, those Jews who escaped it, and those Jews who had long been settled
From Silence to Knowledge and Back Again
” (@danfin). These examples should not come as a real surprise. Many scholars have directed attention to the various formal and informal ways in which Israeli culture imprints the Holocaust on Israeli sensibilities to the point where the vast majority of
The experience of young German adults in everyday encounters with the Holocaust
Lisa J. Krieg
that probably said the exact same sentence once, and what has happened to them?” The heritage of the Holocaust in Germany today has been looked at from a variety of angles. Much research focuses on the dynamics and representations of Holocaust memorial
Few studies exist concerning the portrayal of the Holocaust in Albanian history textbooks. Recent studies of Albanian textbooks tend to ignore the topic. For example, the book Myth and Mythical Spaces: Conditions and Challenges for History
Berlin's “Holocaust Trail“
Maria Pia Di Bella
Since the early 1990s, Berlin has developed what I call a “Holocaust trail“-circa twenty-five officially dedicated memorial sites recalling significant historical events leading to the Final Solution-without acknowledging it yet as a “trail.“ Berlin is already well known for its two famous museums-memorials: the Memorial to the Murdered Jews of Europe (2005) and the Jewish Museum (2001), two strong statements meant to show how the town deals with the heritage of the Holocaust, how it tries to underline the absolute impossibility of its erasure from social memory and to fight revisionism. The different memorial sites of the Holocaust trail came into existence thanks to multiple initiatives that allowed the town to become a true laboratory for the politics of memory concerning the crimes of the Nazi state and the sufferings of the Jewish citizens that fell victim to the state's genocide.
Global Memory, Trauma and the 'Negative Sublime'
Andrew S. Gross
This essay argues that the construction of the Jewish Museum Berlin and the Berlin Holocaust Memorial constitutes a paradigm shift in Holocaust commemoration in Germany. The structures architecturally resemble their US counterparts and particularly the United States Holocaust Memorial Museum more than they do the other memorials and museums in Berlin’s complex commemorative landscape. American responses to the European catastrophe have significantly impacted European commemorative forms. Indeed, an internationally recognizable memorial architecture seems to be emerging, one emphasizing gaps, voids, incongruities and the personal relation to what theorists and commentators have begun to call ‘negative’ or ‘evil sublime’. Contemporary memorials and museums are not designed to ‘merely’ house collections; rather, they draw attention to themselves as symbols and symptoms of traumatic memory. They act out the trauma of the Holocaust as architecture; walking through them is supposed to be a step towards working through that trauma as feeling and experience.
Emotion Ideologies in Contemporary German Education about the Holocaust
Lisa Jenny Krieg
Based on an ethnographic field study in Cologne, this article discusses the connection between memory practices and emotion ideologies in Holocaust education, using Sara Ahmed’s concept of affective economies. Moral goals, political demands, and educators’ care for their students lead to tensions in the education process. Two case studies illustrate how educators and learners express different, often contradictory concepts of emotion. In these studies, emotions are selectively opposed to rationality. In some contexts, emotions are considered inferior to facts and obstacles to the learning process; in others, they are superior to facts because they can communicate moral messages reliably.
A Hidden Holocaust Refuge in Transnistria
Carol Simon Elias
As the child of Holocaust survivors, I had thought that after more than seventy-five years little else could be learnt. But I was wrong. After my second journey to Ukraine and Transnistria in order to discover how my family had survived when hundreds of thousands of Jews had perished, I realized just how much so. Bukovina’s Jews from Romania, Ukraine and Bessarabia had faced horrific pogroms, forced evacuations and death marches, and had then crossed the Dniester River into Transnistria. These are lesser known topics in Holocaust history. Of the 450,000 Jews sent there, approximately 250,000 died, not by guns, gas or ovens but through thirst, starvation, disease and bullet-free mass murders carried out by the Nazis and their Romanian allies. Transnistria’s Holocaust history must be visited and revised. We owe it to the survivors, ourselves, our children and to history itself, before altering what has been written, or not, becomes impossible.
Stephen Welch and Ruth Wittlinger
The aim of this paper is to offer a critique of the proposal of “methodological cosmopolitanism“ in theoretical terms and to substantiate this critique by providing an account of the dynamics of collective memory and identity in postunification Germany. In the first part, we look at the arguments about methodological cosmopolitanism and their derivative, the idea of cosmopolitan memory, illustrated by the case of Holocaust memory. In the second part we look at the case of Germany: firstly at its postwar experience of the attempted construction of “postnational“ identity, and then at more recent trends, contemporaneous with the Berlin Republic, towards a “normalization“ of national identity in Germany. The Holocaust plays a crucial, but different, role in each phase, we suggest. In the conclusion we return to more general themes, asking what the German case tells us about the cosmopolitanization thesis more generally.
Sivane Hirsch and Marie McAndrew
This article analyzes the treatment of the Holocaust in Quebec's history textbooks, in view of the subject's potential and actual contribution to human rights education. Given that Quebec's curriculum includes citizenship education in its history program, it could be argued that the inclusion of the Holocaust has particular relevance in this context, as it contributes to the study of both history and civics, and familiarizes Quebec's youth with representations of Quebec's Jewish community, which is primarily concentrated in Montreal. This article demonstrates that the textbooks' treatment of the Holocaust is often superficial and partial, and prevents Quebec's students from fully grasping the impact of this historical event on contemporary society.