Relevant bibliographies by topics / Holocaust

Academic literature on the topic 'Holocaust'

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Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Holocaust"

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Klävers, Steffen. "Postkoloniale Normalisierung: Anmerkungen zur Debatte um eine koloniale Qualität von Nationalsozialismus und Holocaust." Zeitschrift für kritische Sozialtheorie und Philosophie 5, no. 1 (April 1, 2018): 103–16. http://dx.doi.org/10.1515/zksp-2018-0007.

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ZusammenfassungNeuere Forschungsansätze aus dem Bereich der vergleichenden Genozidforschung und der postkolonialen Studien postulieren, dass Nationalsozialismus und Holocaust eine koloniale Qualität aufwiesen. Von qualitativen Unterschieden zwischen kolonialer und nationalsozialistischer Herrschaft und Gewalt zu sprechen, wird mit wissenschaftlichem Eurozentrismus assoziiert. Die Vorstellung einer ‚Singularität’ des Holocausts wird abgelehnt. Die zentralen Annahmen solcher Ansätze werden im Artikel rekonstruiert, untersucht und mit Erkenntnissen der Holocaust- und Antisemitismusforschung kontrastiert. Dabei zeigt sich, dass die Spezifik des modernen NS-Antisemitismus in komparativ-postkolonialen Analysen des Holocaust nicht adäquat aufgegriffen wird.
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Gutman, Sanford. "Garber, ed., Methodology in the academic teaching of the Holocaust. Maier, The unmasterable past - history, Holocaust, and German national identity." Teaching History: A Journal of Methods 16, no. 2 (September 1, 1991): 100–102. http://dx.doi.org/10.33043/th.16.2.100-102.

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Although the two books under review both deal with the subject or the HolocaU5t, they are of a very different order. Methodology in Teaching the Holocaust is a collection of essays purporting to offer practical advice on teaching various aspects or the Holocaust. The Unmasterable Past focuses on the current historical conflict (Historikerstreit) in Germany over the place and memory or the Third Reich and the Holocaust within German history. Since the books are so different in their goals, I will treat them separately.
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Nazimek, Joanna. "Modele świadectwa: "prze-pisywanie literatury Holokaustu"." Annales Universitatis Paedagogicae Cracoviensis | Studia Historicolitteraria 17 (October 12, 2018): 250–56. http://dx.doi.org/10.24917/20811853.17.23.

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Models of testimony: “re-writing the Holocaust literature”AbstractThe article is a critical discussion of Pawel Wolski’s treatise titled Tadeusz Borowski – PrimoLevi. Prze-pisywanie literatury Holocaustu (Warsaw 2013). It is setting out selected aspects oftraversing of the researcher from Szczecin by considering the status of testimony literature.Also there is an emphasis put on the phenomenon of profiling using forms of utterancesin Holocaust discourse. The article shows two distinct strategies (analyzed by Wolski) ofautomodeling of writers’ own utterances: “towards” (Tadeusz Borowski) and “accordingto” (Primo Levi) preferred model of testimony shaped under the influence of contemporarypublic debate.Keywords: Tadeusz Borowski, Primo Levi, testimonial literature, Holocaust discourse
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Ambrosewicz-Jacobs, Jolanta. "„…wobec rozmiarów Zagłady świat doświadczył ogromnej winy…”. Debaty wokół nauczania o Holokauście." Studia nad Autorytaryzmem i Totalitaryzmem 38, no. 2 (March 28, 2017): 19–33. http://dx.doi.org/10.19195/2300-7249.38.2.2.

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„…THE WORLD FELT A HUGE GUILT OVER THE SCALE OF THE HOLOCAUST…”. DEBATES SURROUNDING THE TEACHING ABOUT THE HOLOCAUSTIn Europe a strong association with a sense of victimhood based on the memory of terror and murder in many cases creates conflicting approaches and generates obstacles to providing education about Jewish victims. Suppressed shame and tension together with conflicts related to insufficiently acknowledged victimhood of one’s own group intersect with political agreements on teaching about the Shoah such as the signing of the Stockholm Declaration and membership in the IHRA and other IGOs. The text presents selected challenges and the dynamics of education about the Holocaust and poses questions such as whether it is possible to identify clear concepts, strategies and good educational practices, whether there are links between education about the Holocaust, education against genocides and human rights education, and how education about the Holocaust relates to attitudes toward Jews? In many European countries disparities have grown between Holocaust research and education about the Holocaust. Empirical studies in the field of education reveal that there is a gap between research and education in some aspects of the way the Holocaust is presented, particularly with regard to the attitudes of local populations towards Jews during the Shoah. Nevertheless, the number of educational initiatives designed to teach and learn about the Shoah is steadily increasing.
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Russell, Nestar. "An Important Milgram-Holocaust Linkage: Formal Rationality." Canadian Journal of Sociology 42, no. 3 (September 29, 2017): 261–92. http://dx.doi.org/10.29173/cjs28291.

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After Stanley Milgram published his first official Obedience to Authority baseline experiment, some scholars drew parallels between his findings and the Holocaust. These comparisons are now termed the Milgram-Holocaust linkage. However, because the Obedience studies have been shown to differ in many ways from the Holocaust’s finer historical details, more recent literature has challenged the linkage. In this article I argue that the Obedience studies and the Holocaust share two commonalities that are so significant that they may negate the importance others have attributed to the differences. These commonalities are (1) an end-goal of maximising “ordinary” people’s participation in harm infliction and (2) a reliance on Weberian formal rational techniques of discovery to achieve this end-goal. Using documents obtained from Milgram’s personal archive at Yale University, this article reveals the means-to-end learning processes Milgram utilised during his pilot studies in order to maximise ordinary people’s participation in harm-infliction in his official baseline experiment. This article then illustrates how certain Nazi innovators relied on the same techniques of discovery during the invention of the Holocaust, more specifically the so-called Holocaust by bullets. In effect, during both the Obedience studies and the Holocaust processes were developed that made, in each case, the undoable doable.
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Cohen, Joshua. "‘Somehow Getting Their Own Back on Hitler’: British Antifascism and the Holocaust, 1960–1967." Fascism 9, no. 1-2 (December 21, 2020): 121–45. http://dx.doi.org/10.1163/22116257-09010004.

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Abstract This article considers the extent to which the Holocaust galvanized British antifascism in the 1960s. It explores whether the genocide surfaced in Jewish antifascists’ motivations and rhetoric but goes beyond this to assess the Holocaust’s political capital in wider antifascism and anti-racism. The article considers whether political coalitions were negotiated around Holocaust memory, for example, by analysing whether Jewish antifascism intersected with the black and Asian communities of Smethwick and Southall respectively who were targeted by the far right in 1964. Using archival materials and newly-collected oral histories, the article surveys organisations including the Jewish Board of Deputies, the 62 Group, Yellow Star Movement and Searchlight newspaper. It will argue that the Holocaust played a more important role in 1960s’antifascism than has been recognised. Jewish groups fragmented around the lessons of the genocide for their antifascism. The Holocaust influenced race relations legislation and became a metonym for extreme racist violence.
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Lee, Kyoung-Jin. "Beyond the Prohibition of Images: The Representation of the Unrepresentable in the Film Son of Saul." Sookmyung Research Institute of Humanities 12 (October 31, 2022): 209–40. http://dx.doi.org/10.37123/th.2022.12.209.

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Direct representation of genocide has long been considered taboo in Holocaust cinema. In particular, the ‘image prohibition’ claimed by Claude Lanzmann, the director of Shoah, a milestone film in Holocaust film history, had a tremendous effect on artistic work concerning the Holocaust. However, Nemes László's film Son of Saul (2015) convincingly refutes the prevalent concerns about visual representation of Shoah. It manages to reconstruct the experience of a Sonderkommando member, a key witness of the Holocaust, by the careful arrangement of the camera's views, depth of field, and sound. To do this, the director takes seriously the issues regarding the Holocaust's unrepresentability, rather than ignoring or disputing them. If Shoah cannot be portrayed, it is because Shoah is a double annihilation in that it annihilated the Jews as well as the evidences of their annihilation. The film shows how the Nazi's destruction of representability can be placed in the order of representation at the level of not only film aesthetics but also narrative.
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Rothberg, Michael. "Lived multidirectionality: “Historikerstreit 2.0” and the politics of Holocaust memory." Memory Studies 15, no. 6 (November 30, 2022): 1316–29. http://dx.doi.org/10.1177/17506980221133511.

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This essay assesses the acrimonious debates about Holocaust memory that took place in Germany in 2020–2021 and that have come to be known as Historikerstreit 2.0. These debates call up older controversies, especially the 1986 Historikerstreit (Historians’ Debate) in which Jürgen Habermas took on conservative historians who sought to relativize the Nazi genocide. The Historikerstreit concerned the relation between Nazi and Stalinist crimes and the question of German responsibility for the Holocaust; today’s controversies involve instead the relation between colonialism and the Holocaust and racism and antisemitism as well as the ongoing crisis in Israel/Palestine. As the current debates reveal, the dominant Holocaust memory regime in Germany is based on an absolutist understanding of the Holocaust’s uniqueness and a rejection of multidirectional approaches to the genocide. While that memory regime represented a major societal accomplishment of the 1980s and 1990s, it has reached its limits in Germany’s “postmigrant” present. Yet, as an example of migrant engagement with the Holocaust illustrates, German society already includes alternative practices of memory that could transform the German model of coming to terms with the past in productive ways.
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Teixeira, Maria Cláudia, and Raquel Baldissera. "Memorial do Holocausto." Revista Gatilho 19, no. 02 (December 31, 2020): 173–86. http://dx.doi.org/10.34019/1808-9461.2020.v19.30172.

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O presente artigo apresenta a análise de quatro texto-imagens, parte do projeto artístico intitulado Yolocaust, referente ao Memorial aos Judeus Mortos da Europa ou Memorial do Holocausto (Holocaust-Mahnmal). As quatro materialidades tomadas como corpus são de autoria do artista Shahak Shapira, que ressignifica fotografias tiradas por turistas no Memorial do Holocausto e usadas em perfis das redes sociais. O objetivo é mostrar como se instauram efeitos de sentidos sobre a memória e o esquecimento. Para isso, tomamos como fundamentação teórica a Análise de Discurso de linha francesa do filósofo francês Michel Pêcheux e as implementações desenvolvidas pela brasileira Eni Orlandi. Os resutados obtidos mostram que ao ressignificar as imagens o sujeito artista materializa a memória do holocaust, dos campos de concentração, através da realização do projeto “Yolocaust”, produzindo um efeito de conscientização histórica ao produzir a materialização do atravessamento entre o intra e o interdiscurso.
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MINEAR, RICHARD H. "Atomic Holocaust, Nazi Holocaust:." Diplomatic History 19, no. 2 (March 1995): 347–65. http://dx.doi.org/10.1111/j.1467-7709.1995.tb00662.x.

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Dissertations / Theses on the topic "Holocaust"

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Lopez, Carol Colffield. "O holocausto como tema nos livros didáticos brasileiros: realidades e alternativas." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8158/tde-14032017-153927/.

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O Holocausto como Tema nos Livros Didáticos Brasileiros. Realidades e alternativas, orienta-se, em sua totalidade, para dois momentos: o da análise e o da proposta. No primeiro momento, o da análise, o estudo buscou definir, em primeiro lugar, de que maneira os livros didáticos abordam o tema, principalmente no que se refere ao protagonismo dos judeus como alvo de um genocídio sem precedentes na história da humanidade. Ao mesmo tempo, a atenção concentrou-se na presença de elementos que, muitas vezes, com o intuito de descomplicar, facilitar ou popularizar o ensino do Holocausto, resultam em sua banalização. Por último, a análise apontou a verificar a existência de elementos de instrumentalização no contexto do discurso do antissemitismo contemporâneo ou antissionismo. No segundo momento, o da proposta, apresentamos um projeto-piloto para o desenvolvimento de materiais através dos quais a história do Holocausto é contada com base no testemunho de um sobrevivente radicado no Brasil. Para tal fim, utilizamos entrevistas feitas no âmbito do Projeto Vozes do Holocausto, do Núcleo de Estudos Arqshoah/LEER/USP. Com base nos testemunhos, buscamos estabelecer a simbiose com fatos, documentos, personagens e lugares históricos. Dessa maneira, aos dizeres das testemunhas, enlaçaram-se os saberes da historiografia de modo a estabelecer um diálogo que tenta devolver às vozes dos sobreviventes ao menos parte do protagonismo que, como pudemos detectar na fase de análise, encontra-se ausente nos livros didáticos.
The Holocaust as a Theme in Brazilian Textbooks. Realities and Alternatives, is oriented towards two moments in the realm of Holocaust education: an analysis and a proposal. The analysis seeks to determine, first, how the theme is approached in Brazilian schoolbooks, especially in terms of the role attributed to Jews as targets of an unprecedented genocide in the history of humanity. At the same time, another aspect was taken into account. It relates to a practice, common among educators, that, although aimed at untangling, facilitating or even popularizing the teaching of the Holocaust, holds at its core the seeds for a potential banalization. Finally, we focused on trying to detect if the texts, in some way, instrumentalize the discourse in order to fit certain ideologically-charged narratives that could be linked to the context of contemporary antisemitism or antizionism. The second moment in this dissertation - the proposal - constitutes in fact a pilot project that approaches the history of the Holocaust through the voice of a survivor. For that purpose, we worked with witnesses living in Brazil interviewed by the researchers of the Projeto Vozes do Holocausto (Voices of the Holocaust Project, LEER/Arqshoah/USP). Based on those testimonies, we sought to establish a symbiosis with facts, documents, characters and historical places connecting the saying of the witnesses to the knowing of historiography in an attempt to establish a dialogue that gives back to the survivors voice its central role.
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Chalmers, Jason. "The Canadianisation of the Holocaust: Debating Canada's National Holocaust Monument." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26170.

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Holocaust monuments are often catalysts in the ‘nationalization’ of the Holocaust – the process by which Holocaust memory is shaped by its national milieu. Between 2009 and 2011, the Parliament of Canada debated a bill which set out the guidelines for the establishment of a National Holocaust Monument (NHM), which ultimately became a federal Act of Parliament in early 2011. I examine the discourse generated by this bill to understand how the memory of the Holocaust is being integrated into the Canadian identity, and argue that the debate surrounding the NHM has been instrumental in the ‘Canadianisation’ of the Holocaust. I summarise my findings by placing them into dialogue with other national memories of the Holocaust, and identify three distinct features of Holocaust memory in Canada: a centrifugal trajectory originating in the Jewish community, a particular-universal tension rooted in multiculturalism, and a multifaceted memory comprising several conflicting – though not competing – narratives. Monuments de l’Holocauste sont souvent des catalyseurs de la «nationalisation» de l'Holocauste – le processus par lequel mémoire de l'Holocauste est formé par son milieu national. Entre 2009 et 2011, le Parlement du Canada a débattre un projet de loi qui crée les lignes directrices pour la mise en place d'un Monument national de l'Holocauste (MNH), qui est finalement devenu une loi fédérale du Parlement au début de 2011. J'examine le discours généré par ce projet de loi pour comprendre comment la mémoire de l'Holocauste est intégrée dans l'identité canadienne, et soutien que le débat entourant le MNH a joué un rôle déterminant dans la «canadianisation» de l'Holocauste. Je résume mes conclusions en les plaçant dans le dialogue avec d'autres mémoires nationales de l'Holocauste, et d'identifier trois caractéristiques distinctes de mémoire de l'Holocauste au Canada: une trajectoire centrifuge d’origine dans la communauté juive, une tension particulière-universelle enracinée dans le multiculturalisme, et une mémoire à multiples facettes comprenant plusieurs récits contradictories – mais pas compétitifs.
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Landau, Ronnie S. "The Nazi holocaust." Thesis, Middlesex University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568726.

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The Nazi Holocaust represents an original, interdisciplinary contribution to the field of education, with special reference to the teaching of the humanities in general, and history in particular. Its claim to originality lies in its overall educational conception, in its approach to understanding and transmitting the memory' and lessons of the Holocaust and in its filling a palpable gap.2 Before the publication of my work, despite hundreds of volumes devoted at various levels to the subject - from fields as disparate as history, psychology, sociology, theology, moral philosophy, literature and jurisprudence - there was no single accessible, multidimensional volume for the many hundreds of teachers who were faced - often suddenly, as in the case of Britain - with the intimidating task of teaching this most complex of subjects; under-informed and under-resourced, they were often resigned to teaching it badly or not at all Those works that were available were either too simplistic,4 or were too narrowly focused, over-scholasticised and sometimes shrouded in mystification:5 they generally failed to take sufficient stock of the fact that the Holocaust had historical and ideological antecedents, such decontextualisation 6 being, perhaps, the single most glaring educational problem I identified; virtually all 'historical' works failed even to ask, let alone address, the serious moral and psychological questions raised by the subject,7 and - most seriously - often formed part of an extremist, partisan and The Nazi Holocaust represents an original, interdisciplinary contribution to the field of education, with special reference to the teaching of the humanities in general, and history in particular. Its claim to originality lies in its overall educational conception, in its approach to understanding and transmitting the memory' and lessons of the Holocaust and in its filling a palpable gap.2 Before the publication of my work, despite hundreds of volumes devoted at various levels to the subject - from fields as disparate as history, psychology, sociology, theology, moral philosophy, literature and jurisprudence - there was no single accessible, multidimensional volume for the many hundreds of teachers who were faced - often suddenly, as in the case of Britain - with the intimidating task of teaching this most complex of subjects; under-informed and under-resourced, they were often resigned to teaching it badly or not at all Those works that were available were either too simplistic,4 or were too narrowly focused, over-scholasticised and sometimes shrouded in mystification:5 they generally failed to take sufficient stock of the fact that the Holocaust had historical and ideological antecedents, such decontextualisation being, perhaps, the single most glaring educational problem I identified; virtually all 'historical' works failed even to ask, let alone address, the serious moral and psychological questions raised by the subject,7 and - most seriously - often formed part of an extremist, partisan and passionate literature, seemingly unable or unwilling to grapple with its broader educational meaning [a meaning that I would argue in my book went way beyond the world of its Jewish victims]. My work set out to make good these shortcomings, and to attempt a breakthrough in the transmission of its most salient messages for all. In a clear, educationally provocative, yet scholarly fashion, I sought to mediate between a vast, often unapproachable literature, and the hard-pressed teacher and student who wrestle with its meaning. By examining it from different disciplinary perspectives, I also wanted to demonstrate that no one discipline can claim an educational monopoly on this subject. My work aimed to break new ground in the educational sphere by locating the Holocaust within a number of historically important and educationally desirable contexts: namely Jewish history, modem German history, genocide in the modem age, and the larger story of human indifference, bigotry and the triumph of ideology over conscience. It examined the impact and aftermath of the Holocaust, considering its implications not only for the surviving Jewish world (including the State of Israel)9 but for all humanity. In such a highly-charged emotional and intellectual arena, my work aimed, uniquely, to strike an enlightened balance between various Scyllas and Charybdises, standing, as it were, in the educational and historiographical crossfire of often diametrically opposed views. The philosophical starting-point of my work is that the Holocaust, though unquestionably a unique historical event, should not be cordoned off from the rest of human experience and imprisoned within the highly-charged realm of 'Jewish experience' . It offers a new educational perspective by stressing that the attempt to understand even so appalling a tragedy as the Holocaust is, like all good education, ultimately about the making, and not the breaking, of connections. In short, the Holocaust as educational theme is both unique and universal.
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Hardman, Anna V. "Gender and the Holocaust: interpreting the Holocaust testimonies of Kitty Hart-Moxon." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497473.

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Jilovsky, Esther Sarah. "Generations of Holocaust journeys." Thesis, University of London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537497.

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Spector, Karen. "Framing the Holocaust in English Class: Secondary Teachers and Students Reading Holocaust Literature." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1116257818.

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Thesis (Dr. of Education)--University of Cincinnati, 2005.
Title from electronic thesis title page (viewed Oct. 3, 2006). Includes abstract. Keywords: Holocaust; Multicultural literature; Response to literature; Holocaust literature. Includes bibliographical references.
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Leggett, Katie Rebecca. "Reconsidering otherness in the shadow of the Holocaust : some proposals for post-Holocaust ecclesiology." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/10595.

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This dissertation combines a sustained reflection on the European and North American Post-Holocaust theological landscape with the themes of otherness, exclusion, and identity. The study aims to offer a constructive contribution toward ecclesiology in a post-Holocaust world riven with a rejection of otherness. The consensus among Holocaust scholars is that the moral failure of the churches to engage on behalf of the vast majority of victims of the Third Reich evinces a profound sickness at the heart of the Christian faith. Both Holocaust theologians and ecclesial statements have made notable strides towards diagnosing and curing this illness through proposals to radically reshape Christian theology in the shadow of Holocaust atrocities. However, rarely have these proposals outlined revisions in the realm of practical theology, specifically relating to ecclesiology and how the Christian community might live as church in the post-Holocaust era. This study conducts an interdisciplinary analysis of dominant trends within post-Holocaust theology through the hermeneutical lens of the propensity to abandon, dominate, or eliminate the Other. It argues that the leitmotif of post-Holocaust proposals for revision, i.e. the refutation of antisemitism and a renewed emphasis on Christian/Jewish solidarity, is potentially an exacerbation of the problem of otherness rather than a corrective. Chapter one cultivates a conceptual lens of a rejection of otherness, highlighting its pervasiveness and its deleterious implications for Christian churches. Chapter two surveys a wide range of post-Holocaust ecclesial statements as well as reflections by Holocaust theologians in order to portray the churches’ own perception of their role during the Holocaust and how they have begun to reformulate Christian theology and practice in this light. Chapter three analyzes three dominant trends that come to light when the post-Holocaust landscape is assessed through the lens of otherness. Chapter four explores dynamics of Christian and ecclesial identity as a framework for the cultivation of multi-dimensional identities which make space for the Other. Finally, chapter five will briefly envision some ecclesial characteristics and practices that might better equip churches with the moral resources to resist a rejection of otherness and build an ethical responsibility for the Other into the core of ecclesial identity.
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Stevenson, Mariela Jane. "Dramatic narratives and the holocaust." Thesis, University of Glasgow, 1998. http://theses.gla.ac.uk/781/.

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This thesis analyses dramatic and historical narratives about the Holocaust. Primarily, it focuses on Israeli, German and Austrian writers from the time of the Final solution (1941) to the mid 1990s. In particular, I will highlight how the 'trauma' of the Holocaust has influenced collective identity in these countries and how writers have either affirmed or deconstructed narratives of history and identity which have emerged since World War Two. To understand fully the various narratives which have developed, it is important to refer to the artistic achievements both of the victims of National Socialism and the survivors whose accounts are often at variance with narratives typical of Israeli and German writers. Chapter One, therefore, is a detailed account of how those who were experiencing Nazism first hand interpreted their situation in contrast to how those in exile or in Palestine emplotted the atrocity stories from Europe. The rest of the thesis charts how narratives of the Holocaust are subtly re-figured according to political Zeitgeist - what Walter Benjamin called Jetztzeit, the blasting of history out of its continuum to service contemporary political needs. This thesis aims to show that narratives and representations of the Holocaust both in Israel, Germany and Austria mutate according to contemporary events. Today, whilst it is generally agreed that there is no such thing as an objective, concrete past, and that historic events are called upon to help interpret current complexities, the Holocaust in Israel and the Germanies has been consciously deployed to shape interpretations of present considerations by revisionism. This has caused consternation among many in the Jewish community who assert that, as the Holocaust is a unique event, to use it for analogous discussion denigrates the memory of the victims. Others maintain that the Holocaust is but one example of human depravity and holds many lessons for the contemporary world. This thesis asks whether the Holocaust can be viewed simultaneously both as a typical and an atypical event without denigrating the victims or generating simplistic analogies.
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Menon, Chitra Lekha. "Holocaust themes in Israeli art." Thesis, SOAS, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313818.

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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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Books on the topic "Holocaust"

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Baumel-Schwartz, Judith Tydor, and Lea Ganor. Holocaust History, Holocaust Memory. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003380245.

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Silverman, Hirsch Lazaar. Holocaust. New York: Century House, 1988.

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Zahava, Seewald, and Musée juif de Belgique, eds. Holocaust. Antwerp, Belgium]: Pandora, 2000.

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Szcześniak, Andrzej Leszek. Holocaust. Radom: Polwen, 2001.

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Simon, Adams. Holocaust. London: Franklin Watts, 2015.

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Simon, Adams. Holocaust. Mankato, Minn: Sea-to-Sea Publications, 2009.

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Charles, Reznikoff. Holocaust. Nottingham: Five Leaves, 2010.

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Franklin, Bialystok, and University of Toronto at Mississauga. Dept. of History., eds. HIS 438: Holocaust and holocaust memory. Toronto: utpprint, 2006.

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Zărnescu, Vasile I. Holocaustul gogorița diabolică: Extorcarea de "bani de Holocaust". București: Editura Tempus, 2015.

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Muir, Simo, and Hana Worthen, eds. Finland's Holocaust. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137302656.

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Book chapters on the topic "Holocaust"

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Weidner, Daniel. "Holocaust." In W. G. Sebald-Handbuch, 232–39. Stuttgart: J.B. Metzler, 2017. http://dx.doi.org/10.1007/978-3-476-05395-4_36.

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Fisher-Smith, Amy, and Charles R. Sullivan. "Holocaust." In Encyclopedia of Critical Psychology, 878–83. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_138.

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Longerich, Peter. "Holocaust." In International Handbook of Violence Research, 139–69. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-0-306-48039-3_8.

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Longerich, Peter. "Holocaust." In Internationales Handbuch der Gewaltforschung, 177–214. Wiesbaden: VS Verlag für Sozialwissenschaften, 2002. http://dx.doi.org/10.1007/978-3-322-80376-4_8.

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Smith, Delaney. "Holocaust." In Encyclopedia of Immigrant Health, 836–38. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_367.

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Sanderson, Krystyna. "Holocaust." In Encyclopedia of Psychology and Religion, 1094. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-24348-7_306.

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Bauman, Zygmunt. "Holocaust." In A Companion to Racial and Ethnic Studies, 46–63. Oxford, UK: Blackwell Publishers Ltd, 2018. http://dx.doi.org/10.1111/b.9780631206163.2002.00008.x.

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Sanderson, Krystyna. "Holocaust." In Encyclopedia of Psychology and Religion, 825. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4614-6086-2_306.

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Auffarth, Christoph. "Holocaust." In Metzler Lexikon Religion, 66–67. Stuttgart: J.B. Metzler, 1999. http://dx.doi.org/10.1007/978-3-476-03703-9_23.

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Ayten, Ali, Ali Ayten, Nicholas Grant Boeving, John Eric Killinger, Mark Greene, Kate M. Loewenthal, Thomas James O’Connor, et al. "Holocaust." In Encyclopedia of Psychology and Religion, 405–6. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71802-6_306.

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Conference papers on the topic "Holocaust"

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Efrat, Shay. "Coping With Holocaust Moral Dilemmas Through A Holocaust Learning Program." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.37.

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de Leeuw, Daan, Mike Bryant, Michal Frankl, Ivelina Nikolova, and Vladimir Alexiev. "Digital Methods in Holocaust Studies: The European Holocaust Research Infrastructure." In 2018 IEEE 14th International Conference on e-Science (e-Science). IEEE, 2018. http://dx.doi.org/10.1109/escience.2018.00021.

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Gamber, Cayo. "AI Technology, Holocaust Survivors, and Human Interactions at Holocaust Museums." In 10th International Conference on Human Interaction and Emerging Technologies (IHIET 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004005.

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In this presentation, I will focus primarily on three constituencies: the individuals who developed the strategies for using AI technologies to tell survivors' personal stories; the survivors who were willing to participate in the Dimensions in Testimony (DiT) project to use volumetric capture in order to record the narrative of their (and their extended family's) experience of the Shoah, and the audience members who visit with the interactive DiT survivor recordings.Currently in use at over a dozen museums worldwide, pre-recorded interviews with individual Holocaust survivors incorporate specialized display technology and natural language processing in order to generate interactive conversations between survivors and visitors. The video recordings are prepared to answer well over 1,000 possible questions visitors might ask of them. In addition, a limited number of these AI recordings also are available to visitors to the Dimensions in Testimony (DiT) website.Members of the public who “visit with” individual survivor AIs are able to interact with eyewitnesses to history to learn from those who actually were there. Given that, these conversations are directed by the visitors to specific Holocaust museums and/or the DiT website themselves, visitors participate in a highly-personalized, inquiry-based educational interaction.For the past five years, I have studied both the responses of survivors who participated in this effort and I have engaged in observational study of individuals interacting with the DiT recordings both in a museum setting (asking questions of Renée Firestone at the Holocaust Museum Los Angeles [HMLA]) and students interacting with the DiT recordings available through the USC Shoah Foundation website (in particular, how students interact with the interactive DiT recording of Pinchas Gutter).In order to evaluate how this particular technology has been “accepted,” I will address the following points of inquiry:1.How might engaging in interactions that feel like self-directed interviews encourage greater empathy and/or compassion on the part of interlocutors? Or, conversely, is it possible that “users” will try to “game” the recordings by asking questions the recording cannot answer?2.What were the ground rules for capturing the testimony of the survivors?3.How do survivors themselves feel about participating in this innovative technology/project? 4.What do we learn about ourselves as a result of engaging in these interactions with the DiT recordings?5.How might these interactions redefine Holocaust education?
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Marincean, Alina. "The Ethics of Elie Wiesel`s Storytelling as a New Theoretical Approach in Representing the Holocaust." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/39.

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Grounded on Giorgio Agamben's assertion that once the historical, technical and legal context of the Jewish genocide has been sufficiently clarified, we are facing a serious challenge when we really seek to understand it and becomes more thought-provoking when we try to represent it. The difference between what we know about the Holocaust and how this delicate issue should be represented is facing major challenges in the context of content abundance onboth Holocaust classical analyses or contemporary digital formats. Contemporary society is facing ethical and emotional limitation regarding Holocaust representation. What is the right way to represent the Holocaust after eight decades since the Holocaust took place is one of the relevant questions that arises in this context? How to live, what to do, and how do the consequences of my actions affect society after the Holocaust experience,are some of the questsof Elie Wiesel’s life.The paper will highlight how his storytelling provides some guidelines for shaping a possible good way of representing the Holocaust and what are its resources. It will also illustrate what are the ethical components of his storytellingthat constitute an example of ethical conduct and give some relevant suggestions on how to instrument them in order to place Holocaust representation on a progressive way of reflection.
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Kolb, Daniel, and Dieter August Kranzlmüller. "Preserving Conversations with Contemporary Holocaust Witnesses." In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411763.3451777.

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Аксакова, Н. О. "ГУМАНІСТИЧНІ ПІДХОДИ ТА ЕКОЛОГІЗАЦІЯ КУЛЬТУРНО-ІСТОРИЧНОЇ ПАМ'ЯТІ В ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ НА ПРИКЛАДІ ВИВЧЕННЯ КОНКРЕТНИХ ІСТОРИЧНИХ ФАКТІВ." In Proceedings of the XXV International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25012021/7354.

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The article considers the introduction of a humanistic approach and restoration of cultural and historical memory in the process of training future engineers-teachers to study specific historical examples, namely the Holocaust, which is the cornerstone of the memory of World War II. Awareness of the tragedy of the nation that suffered genocide during World War II is a need to avoid future violations of human rights on racial, religious, ethnic grounds - one of the main tasks of training a specialist of the future. Holocaust remembrance is essential so that our children are never victims, executioners or indifferent observers. The author cites a specific example of a tragic historical legacy, the Holocaust in Bakhmut, when 3,000 Jews were buried alive in cell alabaster at the champagne factory, as an example of the inhuman policies of the Nazis.
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Azulay Tapiero, Marilda. "Arquitectura, dispositivo de experiencia memorial. *** Architecture: a drive of memorial experience ." In 8º Congreso Internacional de Arquitectura Blanca - CIAB 8. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/ciab8.2018.7604.

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La arquitectura puede introducirnos en la experiencia de la memoria; memoria como reflexión, y arquitectura como dispositivo para la experiencia memorial a la vez que contenedor de la información. Cada objeto es definido en un proceso en el que considerar diversos actores, sus voluntades, opciones y experiencias. Es el caso de las obras que aborda este trabajo, en las que evidenciar e interrogarnos sobre el gesto arquitectónico, la memoria evocada y su interpretación social. Obras que han alcanzado notoriedad por diferentes motivos: como la Sala del Recuerdo, de Arieh Elhanani, Arieh Sharon y Benjamin Idelson (1961) en Yad Vashem, Jerusalén; por su significado científico e histórico, como el Museo de Historia del Holocausto, también en Yad Vashem, de Moshé Safdie (2005); por su relevancia cultural o arquitectónica, como el Museo Judío (Ampliación del Museo de Berlín con el Departamento del Museo Judío) de Daniel Libeskind en Berlín (1999); e incluso por la controversia que han suscitado, como el Monumento en Memoria de los Judíos Asesinados de Europa, también en Berlín, conocido como el Monumento del Holocausto, de Peter Eisenman (2004).***Architecture can introduce us to the experience of memory; memory as reflection, and architecture as a drive for the experience of remembering as well as a container of information. Each object is de ned in a process in which different actors, their wills, options and experiences, are taken into account. This is the case of the artworks addressed by the present communication, in which we reveal and ask ourselves about the architectural gesture, the evoked memory and its social interpretation. Artworks that have achieved prominence for different reasons, such as the Hall of Remembrance, of Arieh Elhanani, Arieh Sharon and Benjamin Idelson (1961) in Yad Vashem, Jerusalem; for its scientific and historical significance, such as the Holocaust History Museum, also in Yad Vashem, by Moshe Safdie (2005); for its cultural or architectural relevance, such as the Jewish Museum (Extension of the Berlin Museum with the Department of the Jewish Museum) by Daniel Libeskind in Berlin (1999); and even because of the controversy they have raised, such as the Memorial to the Murdered Jews of Europe, also in Berlin, known as the Holocaust Memorial, by Peter Eisenman (2004).
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Artstein, Ron, David Traum, Oleg Alexander, Anton Leuski, Andrew Jones, Kallirroi Georgila, Paul Debevec, William Swartout, Heather Maio, and Stephen Smith. "Time-offset interaction with a holocaust survivor." In IUI'14: IUI'14 19th International Conference on Intelligent User Interfaces. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2557500.2557540.

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Cipar, Jake, Harry Jol, Philip Reeder, Lauren Claas, Lydia G. Kruse, Sasha Kvasnik, Mikaela Martinez Dettinger, Emma McConnell, Joseph M. Reeder, and Amik W. Redland. "CHANGING PERSPECTIVES OF THE HOLOCAUST USING GEOPHYSICS." In GSA Connects 2023 Meeting in Pittsburgh, Pennsylvania. Geological Society of America, 2023. http://dx.doi.org/10.1130/abs/2023am-395068.

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Shay, Efrat. "Perceived Moral Lessons Derived From Holocaust Learning Program." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.21.

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Reports on the topic "Holocaust"

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Walden, Victoria Grace, and Kate Marrison. Recommendations for Virtualising Holocaust Memoryscapes. Sussex. University of Sussex, 2024. http://dx.doi.org/10.20919/cswv6705.

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O'Donoghue, Leslie. Holocaust, Memory, Second-Generation, and Conflict Resolution. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5669.

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MacGregor, Fianna. The Responsibilities and Limitations of Holocaust Storytelling: Understanding the Structure and Usage of the Master Narrative in Holocaust Film. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.150.

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Tusor, Anita. COMTOG Report on “The Light in the Darkness”. European Center for Populism Studies (ECPS), April 2023. http://dx.doi.org/10.55271/rp0038.

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Video games can be used to counter extremist ideologies by highlighting the dangers of hate speech and promoting tolerance and understanding. This can be done through educational games and by incorporating messages of inclusivity and diversity into the gameplay and storyline. Holocaust education through video games make people to learn about the events of the Holocaust more interactively and engagingly. It allows players to experience the stories of individuals who lived through the Holocaust, better understand its impact on the world and make connections to present-day political events, and understand what democracy is and why it is crucial to protect it.
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Walden, Victoria Grace, and Kate Marrison, eds. Recommendations for Digitising Material Evidence of the Holocaust. REFRAME, January 2023. http://dx.doi.org/10.20919/fiov3702.

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Walden, Victoria Grace, and Kate Marrison, eds. Recommendations for Digitally Recording, Recirculating and Remixing Holocaust Testimony. REFRAME, January 2023. http://dx.doi.org/10.20919/skul2830.

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Altaras, Nesi. ECMI Minorities Blog. New Jewish Approaches to Public Life in Turkey: The Case of Avlaremoz. European Centre for Minority Issues, July 2023. http://dx.doi.org/10.53779/flxz2559.

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Founded in 2016, Avlaremoz began its life as an online publication created by a group of Jews and non-Jews from Turkey to educate the Turkish public about antisemitism and the Holocaust. The small platform presents a new Jewish approach for participating in public life in Turkey. This piece uses examples from Avlaremoz’s coverage of Holocaust education, queerness, language politics, and Armenian issues to clarify this novel politicisation of Jewish identity.
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Walden, Victoria Grace, and Kate Marrison, eds. Recommendations for using Social Media for Holocaust Memory and Education. REFRAME, January 2023. http://dx.doi.org/10.20919/hvmk3781.

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Mayer, Shlomo. The Holocaust in Zolochiv, With a Foreword by Roald Hoffmann. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-51280.

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Die ukrainischsprachige Broschüre entstand 2018 im Rahmen eines Shoah-Gedenkprojektes in der westukrainischen Kleinstadt Zolociv/Solotschiw (Zloczów). Die 1. Auflage der Gedenkbroschüre bestand aus 300 Exemplaren. Sie besteht aus einem Vorwort (in ukrainischer Übersetzung und im englischen Original) des in Zloczów geborenen Shoah-Überlebenden und späteren amerikanischen Nobelpreisträgers (in Chemie) Prof. Dr. Roald Hoffmann, sowie aus einer neuen ukrainischen Übersetzung einer bestehenden englischen Übersetzung (https://www.jewishgen.org/yizkor/Zolochiv/Zolochiv.html#TOC) des jiddischsprachigen Memorbuches "Der untergang fun Zlotshev" (The Fall of Zloczów) von Szlojme Mayer (Munich: Farlag Ibergang, 1947). In seinem Memorbuch berichtet der Verfasser über die deutschen Verbrechen gegen die jüdische Bevölkerung, aber auch über ukrainische Kollaboration im Holocaust. Roald Hoffmann reflektiert in seinem Vorwort über ukrainisch-jüdische Beziehungen in Vergangenheit und Gegenwart und berichtet kurz über sein Überleben im Holocaust mit der Hilfe von Ukrainern.
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Walden, Victoria Grace, and Kate Marrison. Recommendations for Gaming and Play in Holocaust Memory and Education. University of Sussex, 2024. http://dx.doi.org/10.20919/swji4234.

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