The Mind Of The Holocaust Perpetrator In Fiction And Nonfiction

Examines textual representations of the consciousness of men responsible for committing Holocaust crimes.

Examines textual representations of the consciousness of men responsible for committing Holocaust crimes.

This Palgrave Handbook examines the ways in which researchers and practitioners theorise, analyse, produce and make use of testimony. It explores the full range of testimony in the public sphere, including perpetrator testimony, testimony presented through social media and virtual reality. A growing body of research shows how complex and multi-layered testimony can be, how much this complexity adds to our understanding of our past, and how creators and users of testimony have their own complex purposes. These advances indicate that many of our existing assumptions about testimony and models for working with it need to be revisited. The purpose of this Palgrave Handbook is to do just that by bringing together a wide range of disciplinary, theoretical, methodological, and practice-based perspectives.

The Ethics of Survival in Contemporary Literature and Culture delves into the complex problems involved in all attempts to survive. The essays analyze survival in contemporary prose narratives, short stories, poems, dramas, and theoretical texts, but also in films and other modes of cultural practices. Addressing diverse topics such as memory and forgetting in Holocaust narratives, stories of refugees and asylum seekers, and representations of war, the ethical implications involved in survival in texts and media are brought into a transnational critical discussion. The volume will be of potential interest to a wide range of critics working on ethical issues, the body, and the politics of art and literature.

This book analyses photographic and cinematographic representations of war and its memorialisation rituals in the period of late modernity from the perspectives of cultural sociology, philosophy, art theory and film studies. It reveals how the experience of war trauma takes root in everydayness and shows how artists try to question the ‘normality’ of the everyday, to actualise the memory of war trauma, to rethink the contrasting experiences of the time of war and everydayness, and to oppose the imposed historical narratives. The new representations are analysed by developing theories of war as a ‘magic spectacle’, also by using such concepts as spectres, triumph and trauma, collective social catastrophes, forensic architecture and others.

Representations of violence surround us in everyday life – in news reports, films and novels – inviting interpretation and raising questions about the ethics of viewing or reading about harm done to others. How can we understand the processes of meaning-making involved in interpreting violent events and experiences? And can these acts of interpretation themselves be violent by reproducing the violence that they represent? This book examines the ethics of engaging with violent stories from a broad hermeneutic perspective. It offers multidisciplinary perspectives on the sense-making involved in interpreting violence in its various forms, from blatant physical violence to less visible forms that may inhere in words or in the social and political order of our societies. By focusing on different ways of narrating violence and on the cultural and paradigmatic forms that govern such narrations, Interpreting Violence explores the ethical potential of literature, art and philosophy to expose mechanisms of violence while also recognizing their implication in structures that contribute to or benefit from practices of violence.

The Bildungsroman in a Genocidal Age argues that the humanist ideal of Bildung, the cultivation of the potentialities of the self through self-reflection, travel, and varied social intercourse, has been revitalized in an age of genocidal violence. It examines the Bildungsroman as a flourishing intermedial genre encompassing contemporary historical fiction, historical feature films, and children's and YA literature. Analysing a number of highly influential novels and films about the Holocaust and World War II (WWII), the book argues that the narrative strategies of the Bildungsroman, which includes a swerve away from 'home' and its parochialism and moral certainties, has contributed to shaping audience perceptions of traumatic histories and their ethical implications in the twenty-first century. The Bildungsroman in a Genocidal Age examines some of the most keenly discussed, and controversial historical fictions of recent decades including The Remains of the Day (1989), The Kindly Ones (2006, English trans. 2009), The Boy in the Striped Pyjamas (2006), and Margarethe von Trotta's biopic Hannah Arendt (2012). It argues that in portraying a protagonist who defers or refuses a prescribed social destiny, these novels and films are sensitive to the 'Eichmann problematic' of the 'banality of evil' as formulated by Hannah Arendt. These Bildungsromane, the study suggests, are designed to address the problem of the social reproduction of normative, unimaginative, and conformist mindsets that can enable totalitarian politics and genocidal policies.

This book offers to academic and general public readers timely reflections about our relationships to violence. Taking cues from the self-reflexivity, themes, and subject matters of Holocaust, queer, and Black studies, this large group of diverse intellectuals wrestles with questions that connect past, present and future: where do I stand in relation to violence? What is my attitude toward that adjacency? Whose story gets to be told by whom? What story do I take this image to be telling? How do I co-witness to another’s suffering? How do I honor the agency and resilience of family members or historical personages? How do past violence and injustice connect to the present? In smart, self-conscious, passionate, and often painfully beautiful prose, cultural practitioners, historians and cultural studies scholars such as Angelika Bammer, Doris Bergen, Ann Cvetkovich, Marianne Hirsch, Priscilla Layne, Mark Roseman, Leo Spitzer, Susan R. Suleiman and Viktor Witkowski explore such questions, inviting readers to do the same. By making available compelling examples of thinkers performing their own work within the cauldron of crises that came to a boil in 2020 and continued into the next year, this volume proposes strategies for moving forward with hope.