Pub Date : 2022-07-03DOI: 10.1080/17504902.2021.1979175
V. Walden
ABSTRACT This editorial introduces this special edition of Holocaust Studies, which reflects on how bringing concerns central to the fields of Digital Media, Communication and Cultural Studies to bear on Holocaust Studies raises significant questions that could help inform memory and educational initiatives for the future. The editorial contextualizes the increasing visibility of denial and distortion online within algorithmic, participatory, and gaming cultures, that have the potential to benefit memory activism as much as they draw attention to dangerous alternative rhetoric. Nevertheless, it also highlights a need to think more carefully about the complicity of educators, curators, and researchers in unethical digital practices. Before introducing the contributions to this special edition of Holocaust Studies, it then briefly reflects on some of the trends that Holocaust organizations adopted during the Covid-19 Pandemic. This special edition, perhaps, offers more questions than answers, but establishing the right questions is an important step towards expanding the disciplinary boundaries of ‘Holocaust Studies’, so that it is befitting of the digital age.
{"title":"Understanding Holocaust memory and education in the digital age: before and after Covid-19","authors":"V. Walden","doi":"10.1080/17504902.2021.1979175","DOIUrl":"https://doi.org/10.1080/17504902.2021.1979175","url":null,"abstract":"ABSTRACT This editorial introduces this special edition of Holocaust Studies, which reflects on how bringing concerns central to the fields of Digital Media, Communication and Cultural Studies to bear on Holocaust Studies raises significant questions that could help inform memory and educational initiatives for the future. The editorial contextualizes the increasing visibility of denial and distortion online within algorithmic, participatory, and gaming cultures, that have the potential to benefit memory activism as much as they draw attention to dangerous alternative rhetoric. Nevertheless, it also highlights a need to think more carefully about the complicity of educators, curators, and researchers in unethical digital practices. Before introducing the contributions to this special edition of Holocaust Studies, it then briefly reflects on some of the trends that Holocaust organizations adopted during the Covid-19 Pandemic. This special edition, perhaps, offers more questions than answers, but establishing the right questions is an important step towards expanding the disciplinary boundaries of ‘Holocaust Studies’, so that it is befitting of the digital age.","PeriodicalId":36890,"journal":{"name":"Holocaust Studies","volume":"28 1","pages":"257 - 278"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48486207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/17504902.2021.1979178
P. Verschure, Sytse Wierenga
ABSTRACT We describe the concepts, methodology, technology, and practice of a user-centric and historical space-oriented approach towards Historical and Cultural Learning (HCL). The Future Memory project pursues the unifying hypothesis that physical space can play a critical role in the authentication and education of this singular historical event, or space as a frame for memory formation and a source of authentication. We illustrate these aspects in the context of concrete Future Memory projects realized over the last ten years in collaboration with several memorial sites, museums, and archives. Based on these experiences, we subsequently analyze the lessons learned and future challenges.
{"title":"Future memory: a digital humanities approach for the preservation and presentation of the history of the Holocaust and Nazi crimes","authors":"P. Verschure, Sytse Wierenga","doi":"10.1080/17504902.2021.1979178","DOIUrl":"https://doi.org/10.1080/17504902.2021.1979178","url":null,"abstract":"ABSTRACT We describe the concepts, methodology, technology, and practice of a user-centric and historical space-oriented approach towards Historical and Cultural Learning (HCL). The Future Memory project pursues the unifying hypothesis that physical space can play a critical role in the authentication and education of this singular historical event, or space as a frame for memory formation and a source of authentication. We illustrate these aspects in the context of concrete Future Memory projects realized over the last ten years in collaboration with several memorial sites, museums, and archives. Based on these experiences, we subsequently analyze the lessons learned and future challenges.","PeriodicalId":36890,"journal":{"name":"Holocaust Studies","volume":"28 1","pages":"331 - 357"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42301566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-12DOI: 10.1080/17504902.2022.2074208
M. Umbach, Alice Tofts
ABSTRACT This article explores the legibility of photos taken by Jewish victims of Nazi persecution. Many museums have collected private photos from survivors, and use them to illustrate Holocaust testimony. But photos and testimonies are not always neatly aligned; private photos can also confound audience expectations. We focus on four case studies, comprising photos taken in Poland, Germany, and the UK, and interviewed survivors about their significance. Testimonies and personal photos, we conclude, reveal different but complementary aspects of Jewish experiences during the Holocaust, and, if read together, can enrich the way in which modern audiences engage with this difficult history.
{"title":"Private photos and Holocaust testimony: A complex relationship","authors":"M. Umbach, Alice Tofts","doi":"10.1080/17504902.2022.2074208","DOIUrl":"https://doi.org/10.1080/17504902.2022.2074208","url":null,"abstract":"ABSTRACT This article explores the legibility of photos taken by Jewish victims of Nazi persecution. Many museums have collected private photos from survivors, and use them to illustrate Holocaust testimony. But photos and testimonies are not always neatly aligned; private photos can also confound audience expectations. We focus on four case studies, comprising photos taken in Poland, Germany, and the UK, and interviewed survivors about their significance. Testimonies and personal photos, we conclude, reveal different but complementary aspects of Jewish experiences during the Holocaust, and, if read together, can enrich the way in which modern audiences engage with this difficult history.","PeriodicalId":36890,"journal":{"name":"Holocaust Studies","volume":"29 1","pages":"363 - 392"},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45110480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.1080/17504902.2022.2058724
Alasdair Richardson
ABSTRACT The fields of Holocaust Education and Holocaust Studies almost exclusively foreground the voices of professional academics. Practitioners are often the subjects of research, or the anticipated audience for it. The collection of papers gathered in this Special Edition aims to go some way to address this imbalance through foregrounding the voices of practitioner researchers (specifically teachers of students aged 11–18). The papers present good examples of practice, to offer an important contribution to the conversations that take place (or should take place) between the academy and practice, for their mutual benefit and the benefit of young learners.
{"title":"Introduction: Close-to-Practice research in Holocaust Education","authors":"Alasdair Richardson","doi":"10.1080/17504902.2022.2058724","DOIUrl":"https://doi.org/10.1080/17504902.2022.2058724","url":null,"abstract":"ABSTRACT The fields of Holocaust Education and Holocaust Studies almost exclusively foreground the voices of professional academics. Practitioners are often the subjects of research, or the anticipated audience for it. The collection of papers gathered in this Special Edition aims to go some way to address this imbalance through foregrounding the voices of practitioner researchers (specifically teachers of students aged 11–18). The papers present good examples of practice, to offer an important contribution to the conversations that take place (or should take place) between the academy and practice, for their mutual benefit and the benefit of young learners.","PeriodicalId":36890,"journal":{"name":"Holocaust Studies","volume":"29 1","pages":"167 - 180"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46187097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1080/17504902.2022.2058727
A. Dunn
ABSTRACT This article explores uses in English Key Stage 4 History teaching (ages 14–16) of The Jäger Report. It discusses how the report can be used to illustrate the initial phase of the Holocaust in Lithuania, following the German invasion of The Soviet Union. It also considers the ethical complexities of using this source in teaching, including the risks of data reductionism, and steps that can be taken to mitigate this risk. Finally, it considers how the source can be used in dialogue with the words of witnesses and survivors to challenge the voices of the perpetrators.
{"title":"The Jäger Report – a case study in the use of a perpetrator-generated source in Holocaust education in Key Stage 4 History teaching in England","authors":"A. Dunn","doi":"10.1080/17504902.2022.2058727","DOIUrl":"https://doi.org/10.1080/17504902.2022.2058727","url":null,"abstract":"ABSTRACT This article explores uses in English Key Stage 4 History teaching (ages 14–16) of The Jäger Report. It discusses how the report can be used to illustrate the initial phase of the Holocaust in Lithuania, following the German invasion of The Soviet Union. It also considers the ethical complexities of using this source in teaching, including the risks of data reductionism, and steps that can be taken to mitigate this risk. Finally, it considers how the source can be used in dialogue with the words of witnesses and survivors to challenge the voices of the perpetrators.","PeriodicalId":36890,"journal":{"name":"Holocaust Studies","volume":"29 1","pages":"223 - 240"},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47234723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1080/17504902.2022.2058725
Catrina Kirkland
ABSTRACT This paper draws on recent doctoral research examining how students aged 12–14 make sense of the Holocaust during their history lessons on the topic. The research was ethnographically informed, and explored, through observing the ‘real life situation’ [Yin, Case Study Research, 2] of their history lessons, how students’ ideas about the Holocaust developed over time. The author is a former history teacher, conducting an ethnographically informed study in classrooms which were not their own, which required transitioning from teacher to researcher. This article is a reflexive [Brewer, Ethnography, 130–133] discussion of the challenges experienced making this transition.
{"title":"‘Where do I sit?’ Transitioning from classroom teacher to educational researcher to explore students’ ideas about the Holocaust","authors":"Catrina Kirkland","doi":"10.1080/17504902.2022.2058725","DOIUrl":"https://doi.org/10.1080/17504902.2022.2058725","url":null,"abstract":"ABSTRACT This paper draws on recent doctoral research examining how students aged 12–14 make sense of the Holocaust during their history lessons on the topic. The research was ethnographically informed, and explored, through observing the ‘real life situation’ [Yin, Case Study Research, 2] of their history lessons, how students’ ideas about the Holocaust developed over time. The author is a former history teacher, conducting an ethnographically informed study in classrooms which were not their own, which required transitioning from teacher to researcher. This article is a reflexive [Brewer, Ethnography, 130–133] discussion of the challenges experienced making this transition.","PeriodicalId":36890,"journal":{"name":"Holocaust Studies","volume":"29 1","pages":"181 - 196"},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44411528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1080/17504902.2022.2058726
D. Adamson
ABSTRACT This research project explores the extent to which historic guidelines for teaching about the Holocaust (provided by the International Holocaust Remembrance Alliance (IHRA)) align with the experiences of practising independent-school teachers in the UK. This article presents data from a small-scale exploratory case study carried out in summer 2019 at two different independent-schools in England. Overall, results suggested that there was no definitive alignment between official teaching guidelines and their enactment in classrooms. Teachers’ opinions on what to teach about genocide are more similar to those outlined in existing guidelines than their views on how to teach about genocide. The outcomes of this research advance the case for greater collaboration between educational institutions and practising teachers.
{"title":"From theory to praxis in genocide education: to what extent are IHRA guidelines reflected in the opinions and classroom experiences of independent-school educators?","authors":"D. Adamson","doi":"10.1080/17504902.2022.2058726","DOIUrl":"https://doi.org/10.1080/17504902.2022.2058726","url":null,"abstract":"ABSTRACT This research project explores the extent to which historic guidelines for teaching about the Holocaust (provided by the International Holocaust Remembrance Alliance (IHRA)) align with the experiences of practising independent-school teachers in the UK. This article presents data from a small-scale exploratory case study carried out in summer 2019 at two different independent-schools in England. Overall, results suggested that there was no definitive alignment between official teaching guidelines and their enactment in classrooms. Teachers’ opinions on what to teach about genocide are more similar to those outlined in existing guidelines than their views on how to teach about genocide. The outcomes of this research advance the case for greater collaboration between educational institutions and practising teachers.","PeriodicalId":36890,"journal":{"name":"Holocaust Studies","volume":"29 1","pages":"197 - 222"},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45744288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1080/17504902.2022.2058728
Michael Gray
ABSTRACT Drawing upon a qualitative study of an optional course taught annually over seven years, considerations are discussed around how an interdisciplinary and historically grounded programme of study can be delivered which seeks to enable students to acquire a sophisticated understanding of the Holocaust. Particular consideration is given to the defining of key terms as well as how to develop an understanding of the Holocaust which more appropriately reflects the phenomenon’s evolution, complexity and jurisdictional variations. The study also explores how students understand comparative genocide with a focus on both the Holocaust and the Genocide Against the Tutsi in Rwanda.
{"title":"Unfettering Holocaust education: opportunities for constructing a sophisticated understanding in the classroom","authors":"Michael Gray","doi":"10.1080/17504902.2022.2058728","DOIUrl":"https://doi.org/10.1080/17504902.2022.2058728","url":null,"abstract":"ABSTRACT Drawing upon a qualitative study of an optional course taught annually over seven years, considerations are discussed around how an interdisciplinary and historically grounded programme of study can be delivered which seeks to enable students to acquire a sophisticated understanding of the Holocaust. Particular consideration is given to the defining of key terms as well as how to develop an understanding of the Holocaust which more appropriately reflects the phenomenon’s evolution, complexity and jurisdictional variations. The study also explores how students understand comparative genocide with a focus on both the Holocaust and the Genocide Against the Tutsi in Rwanda.","PeriodicalId":36890,"journal":{"name":"Holocaust Studies","volume":"29 1","pages":"241 - 258"},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45030492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-26DOI: 10.1080/17504902.2022.2058729
C. Berberich, Tim Booker
ABSTRACT Recent surveys have shown that a very large part of the British population do not know about the Holocaust in any meaningful detail. This article argues for a more pro-active engagement with Holocaust teaching by outlining the successful collaboration between the University of Portsmouth and Mayville High School in Southsea. It focuses on the students’ and pupils’ creative responses to the multi-disciplinary Holocaust teaching that they experience and argues that this creative work directly reflects their learning experiences.
{"title":"‘Taking pupil and student Holocaust teaching into the community’: a case study jointly conducted by the University of Portsmouth and Mayville High School, Southsea","authors":"C. Berberich, Tim Booker","doi":"10.1080/17504902.2022.2058729","DOIUrl":"https://doi.org/10.1080/17504902.2022.2058729","url":null,"abstract":"ABSTRACT Recent surveys have shown that a very large part of the British population do not know about the Holocaust in any meaningful detail. This article argues for a more pro-active engagement with Holocaust teaching by outlining the successful collaboration between the University of Portsmouth and Mayville High School in Southsea. It focuses on the students’ and pupils’ creative responses to the multi-disciplinary Holocaust teaching that they experience and argues that this creative work directly reflects their learning experiences.","PeriodicalId":36890,"journal":{"name":"Holocaust Studies","volume":"29 1","pages":"259 - 274"},"PeriodicalIF":0.0,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47366913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-26DOI: 10.1080/17504902.2022.2058731
Heather Mann
ABSTRACT History teachers are unique in their practice of memory, for they have opted, whether consciously or unconsciously, for a profession which advances a collective understanding of the past. This article explores teachers’ intergenerational memories of the Holocaust and the Second World War in France, analysing how these influenced the way in which teachers approached these histories in their classrooms. Through ‘life history’ interviews conducted with teachers in France in 2018, it asks whether teachers found personal or family histories to be “useful” in the classroom, or whether they remained silent or hidden.
{"title":"Public and private memory: teaching the Holocaust in French classrooms","authors":"Heather Mann","doi":"10.1080/17504902.2022.2058731","DOIUrl":"https://doi.org/10.1080/17504902.2022.2058731","url":null,"abstract":"ABSTRACT History teachers are unique in their practice of memory, for they have opted, whether consciously or unconsciously, for a profession which advances a collective understanding of the past. This article explores teachers’ intergenerational memories of the Holocaust and the Second World War in France, analysing how these influenced the way in which teachers approached these histories in their classrooms. Through ‘life history’ interviews conducted with teachers in France in 2018, it asks whether teachers found personal or family histories to be “useful” in the classroom, or whether they remained silent or hidden.","PeriodicalId":36890,"journal":{"name":"Holocaust Studies","volume":"29 1","pages":"297 - 315"},"PeriodicalIF":0.0,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48374698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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