Remembering The Holocaust

Remembering the Holocaust explains why the Holocaust has come to be considered the central event of the 20th century, and what this means. Presenting Jeffrey Alexander's controversial essay that, in the words of Geoffrey Hartman, has already become a classic in the Holocaust literature, and following up with challenging and equally provocative responses to it, this book offers a sweeping historical reconstruction of the Jewish mass murder as it evolved in the popular imagination of Western peoples, as well as an examination of its consequences. Alexander's inquiry points to a broad cultural transition that took place in Western societies after World War II: from confidence in moving past the most terrible of Nazi wartime atrocities to pessimism about the possibility for overcoming violence, ethnic conflict, and war. The Holocaust has become the central tragedy of modern times, an event which can no longer be overcome, but one that offers possibilities to extend its moral lessons beyond Jews to victims of other types of secular and religious strife. Following Alexander's controversial thesis is a series of responses by distinguished scholars in the humanities and social sciences--Martin Jay, Bernhard Giesen, Michael Rothberg, Robert Manne, Nathan Glazer, and Elihu & Ruth Katz--considering the implications of the universal moral relevance of the Holocaust. A final response from Alexander in a postscript focusing on the repercussions of the Holocaust in Israel concludes this forthright and engaging discussion. Remembering the Holocaust is an all-too-rare debate on our conception of the Holocaust, how it has evolved over the years, and the profound effects it will have on the way we envision the future.

The Holocaust is the most researched and written about genocide in history. Known facts should be beyond dispute. Yet Holocaust memory is often formed and dictated by governments and others with an agenda to fulfil, or by deniers who seek to rewrite the past due to vested interests and avowed prejudices. Legislation can be used to prosecute hate crime and genocide denial, but it has also been created to protect the reputation of nation states and the inhabitants of countries previously occupied and oppressed by the regime of Nazi Germany. The crimes of the Holocaust are, of course, rightly seen mainly as the work of the Nazi regime, but there is a reality that some citizens of subjugated lands participated in, colluded and collaborated with those crimes, and on occasion committed crimes and atrocities against Jews independently of the Nazis. Others facilitated and enabled the Nazis by allowing industries to work with the Germans; some showed hostility, indifference and reluctance to assist Jewish refugees, or, due to antipathy, apathy, greed, self-interest or out-and-out anti-Semitism they allowed or even encouraged barbaric and cruel crimes to take place. Survivors of the Holocaust often express a primary desire that lessons of the past must be learned in order to reduce the risk of similar crimes reoccurring. Yet anti-Semitism is still a toxin in the modern world, and racism and hostility to other communities – including those who suffer in or have fled war and oppression – can at times appear normalised and socially acceptable. This book seeks to explore aspects of the Holocaust as it is remembered and reflect ultimately on parallels with the world we live in today.

Remembering the Holocaust in Educational Settings brings together a group of international experts to investigate the relationship between Holocaust remembrance and different types of educational activity through consideration of how education has become charged with preserving and perpetuating Holocaust memory and an examination of the challenges and opportunities this presents. The book is divided into two key parts. The first part considers the issues of and approaches to the remembrance of the Holocaust within an educational setting, with essays covering topics such as historical culture, genocide education, familial narratives, the survivor generation, and memory spaces in the United States, United Kingdom, and Germany. In the second part, contributors explore a wide range of case studies within which education and Holocaust remembrance interact, including young people’s understanding of the Holocaust in Germany, Polish identity narratives, Shoah remembrance and education in Israel, the Holocaust and Genocide Centre of Education and Memory in South Africa, and teaching at Deakin University, Melbourne, Australia. An international and interdisciplinary exploration of how and why the Holocaust is remembered through educational activity, Remembering the Holocaust in Educational Settings is the ideal book for all students, scholars, and researchers of the history and memory of the Holocaust as well as those studying and working within Holocaust education.

Multidirectional Memory brings together Holocaust studies and postcolonial studies for the first time to put forward a new theory of cultural memory and uncover an unacknowledged tradition of exchange between the legacies of genocide and colonialism.

Daniel, whose family suffers as the Nazis rise to power in Germany, describes his imprisonment in a concentration camp and his eventual liberation.

Discusses the events of the Holocaust and includes personal accounts from survivors of their experiences of the persecution and the death camps.

This is a meditation on memory and on the ways in which memory has operated in the work of writers for whom the Holocaust was a defining event. It is also an exploration of the ways in which fiction and drama have attempted to approach a subject so resistant to the imagination. Beginning with W. G. Sebald, for whom memory and the Holocaust were the roots of a special fascination, Bigsby moves on to consider those writers Sebald himself valued, including Arthur Miller, Anne Frank, Primo Levi and Peter Weiss, and those whose lives crossed in the bleak world of the camps, in fact or fiction. The book offers a chain of memories. It sets witness against fiction, truth against wilful deceit. It asks the question who owns the Holocaust - those who died, those who survived to bear witness, those who appropriated its victims to shape their own necessities.

AcknowledgmentsI: Collective Memories, Images, and the Atrocity of War II: Before the Liberation: Journalism, Photography, and the Early Coverage of Atrocity III: Covering Atrocity in Word IV: Covering Atrocity in Image V: Forgetting to Remember: Photography as Ground of Early Atrocity MemoriesVI: Remembering to Remember: Photography as Figure of Contemporary Atrocity Memories VII: Remembering to Forget: Contemporary Scrapbooks of Atrocity Notes Selected Bibliography Index Copyright © Libri GmbH. All rights reserved.