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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Allwork, Larissa Faye. "Holocaust memory for the Millennium." Thesis, Royal Holloway, University of London, 2011. http://nectar.northampton.ac.uk/4981/.
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Holocaust Memory for the Millennium fills a significant gap in existing Anglophone case studies on the political, institutional and social construction of the collective memory of the Holocaust since 1945 by critically analysing the causes, consequences and 'cosmopolitan' intellectual and institutional context for understanding the Stockholm International Forum on Holocaust Education, Remembrance and Research (26th January - 28th January 2000)
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Winkler, Christina. "The Holocaust in Rostov-on-Don : official Russian Holocaust remembrance versus a local case study." Thesis, University of Leicester, 2015. http://hdl.handle.net/2381/37247.
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This thesis provides a complex and in-depth analysis of Russian Holocaust remembrance on the level of memory politics and its manifestations that is contrasted with a local case study on Rostov-on-Don using oral history interviews and archive research. In a first step the thesis delivers an analysis of the Russian post-Soviet public treatment of the Holocaust and what share remembrance of the katastrofa has within remembrance of World War II in Russia. Drawing on approaches from Halbwachs, Assmann and Welzer on communicative and multigenerational memory research as well as historical studies it is furthermore demonstrated how the largest mass killing of Jews on Russian territory is remembered by different generations of Rostovians today and how this private representation of World War II and the Holocaust contrasts with public forms of remembrance. Above all, the thesis provides new facts about the Holocaust in Rostov-on-Don by introducing previously unexamined eyewitness accounts. In doing so, the thesis illustrates that a tradition of privileging perpetrator sources in previous western studies has worked to the detriment of research on the events in occupied Rostov, for which we have relatively more first-hand testimony. The thesis thereby adds an important contribution to the discourse surrounding the blank spots in the Russian memory of World War II.
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Faber, Jennifer A. "HOLOCAUST MEMORY AND MUSEUMS IN THE UNITED STATES: PROBLEMS OF REPRESENTATION." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1114120239.
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Liu, Dan. "Holocaust representation in Art Spiegelman's Maus." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2456309.
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Latimer, Shana. "In Their Words: Women's Holocaust Memoirs." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/english_theses/129.
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Sara Tuvel Bernstein’s The Seamstress and Rena Kornreich Gelissen’s Rena’s Promise: A Story of Sisters in Auschwitz, both Holocaust memoirs, offer insight into the rise of violent anti-Semitism prior to World War II and the authors’ experiences in concentration camps. The purpose of this project is to better understand the unique trauma women experienced during the Holocaust and the impact of that trauma on their literary responses.
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Crownshaw, Richard Steven. "Tracing Holocaust memory in American culture." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324205.
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This doctoral thesis examines literary representations of the Holocaust by Saul Bellow, Thomas Pynchon and Paul Auster, and maps the relation between memory and narrative elicited from literature onto American museums, memorials and monuments. This research argues that the ramifications of the trauma originally felt by Holocaust witnesses resonate in the American collective memory, and its literary and architectural forms, that seeks to remember on behalf of those witnesses. The consequent traumatic disruption of literary and architectural narratives can be identified, using various appropriated psychoanalytical concepts, and Holocaust memory traced as it eludes, and irrupts in, the cultural forms that try to remember it. Establishing the dynamics of collective memory allows the cultural significance of Holocaust remembrance to be investigated, especially in relation to the memories and ethnic identities of survivors that are subsumed by an Americanised version of the past. By way of a conclusion, although this thesis points to the problematisation of historical representation, it also challenges notions of the Holocaust's unrepresentability common to much postmodern thought. It searches for a methodology of memorialisation or at least identifies where blocks to mourning could be removed from the American cultural landscape.
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Brice, James Stuart. "German Holocaust Literature: Trends and Tendencies." [S.l. : s.n.], 2005. http://nbn-resolving.de/urn:nbn:de:bsz:352-opus-58461.
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Waxman, Zoë Vania. "Writing the Holocaust : identity, testimony, representation /." Oxford ; New York : Oxford University Press, 2006. http://catalogue.bnf.fr/ark:/12148/cb41056871t.
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Jinks, Rebecca. "Representing genocide : the Holocaust as paradigm?" Thesis, Royal Holloway, University of London, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633049.
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This thesis addresses how far the Holocaust and its representation have influenced the representation of other genocides, focusing specifically on the Armenian, Cambodian, Bosnian, and Rwandan cases. At the same time, it also considers how western publics might interpret and respond to these representations, and with what effect. Using literature, film, photography, and memorialisation, the thesis argues that we can only understand the Holocaust's status as a 'benchmark' for other genocides if we look at the deeper, structural resonances which subtly shape many representations of genocide - thereby countering much of the existing literature, whose focus is on explicit references to the Holocaust and the surrounding identity politics. The thesis is divided into five sections, which explore: how genocides are recognised as such by western publics; the representation of the origins and perpetrators of genocide; how western witnesses represent genocide; representations of the aftermath of genocide; and western responses to genocide. Throughout, it distinguishes between 'mainstream' and other, more nuanced and engaged, representations of genocide. It argues that these mainstream representations - the majority - largely replicate the representational framework of the Holocaust, including the way in which mainstream Holocaust representations resist recognising the rationality, instrumentality and normality of genocide, preferring instead to present it as an aberrant, exceptional event in human society. By contrast, the more engaged representations - often, but not always, originating from those who experienced genocide - tend to revolve around precisely genocide's ordinariness, and the structures and situations common to human society which contribute to and become involved in the violence.
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Beiersdorf, Danielle da Silva Maçaneiro. "O Museu do Holocausto de Curitiba: globalização da memória e ensino de história." Universidade Estadual do Oeste do Paraná, 2015. http://tede.unioeste.br:8080/tede/handle/tede/1717.
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The work presents an overview on the design of Curitiba Holocaust museum, promoting a brief analysis of aspects of the foundation of the Jewish community of Paraná which served as the foundation for its design. Later we analyze the relationship between the museum, its exhibitions, its outreach mechanisms, sensory, cognitive and emotional. Therefore we analyze the museographic aspects related to teaching history and its uses within the museum's space, through the evaluations of sensitization mechanisms and educational methodologies used during the exhibition route
O trabalho traça um panorama sobre a concepção do museu do Holocausto de Curitiba, promovendo uma breve análise dos aspectos relativos a fundação da comunidade judaica do Paraná que serviu de alicerce para a sua concepção. Posteriormente analisamos as relações entre o museu, suas exposições, seus mecanismos de sensibilização, sensorial, cognitiva e emocional. Para tanto analisamos aos aspectos museográficos relacionados ao ensino de história e seus usos dentro do espaço museográfico, através das avaliações dos mecanismos de sensibilização e das metodologias educacionais utilizadas durante o percurso da exposição
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Richardson, Alasdair John. "Holocaust education : an investigation into the types of learning that take place when students encounter the Holocaust." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/6595.
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This study employs qualitative methods to investigate the types of learning that occurred when students in a single school encountered the Holocaust. The study explored the experiences of 48 students, together with two of their teachers and a Holocaust survivor who visited the school annually to talk to the students. A thematic analysis was conducted to identify prevalent similarities in the students’ responses. Three themes were identified, analysed and discussed. The three themes were: ‘surface level learning’ (their academic knowledge and understanding of the Holocaust), ‘affective learning’ (their emotional engagement with the topic) and ‘connective learning’ (how their encounter with the Holocaust fitted their developing worldview). The first theme revealed that students had a generally sound knowledge of the Holocaust, but there were discrepancies in the specifics of their knowledge. The second theme revealed that learning about the Holocaust had been an emotionally traumatic and complicated process. It also revealed that meeting a Holocaust survivor had a significant impact upon the students, but made them begin to question the provenance of different sources of Holocaust learning. The third theme showed that students had difficulty connecting the Holocaust with modern events and made flawed connections between the two. Finally, the study examines the views of the Holocaust survivor in terms of his intentions and his reasons for giving his testimony in schools. The study’s conclusions are drawn within the context of proposing a new conceptualisation of the Holocaust as a ‘contested space’ in history and in collective memory. A tripartite approach to Holocaust Education is suggested to affect high quality teaching within the ‘contested space’ of the event.
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Lawson, Matthew. "Scoring the Holocaust : a comparative, theoretical analysis of the function of film music in German Holocaust cinema." Thesis, Edge Hill University, 2016. http://repository.edgehill.ac.uk/8840/.
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Holocaust representation in film has received much academic attention, with a focus on how cinematography and the narrative may assist our memorialisation process. One aspect of film which has received little academic attention, however, is the issue surrounding the musical accompaniments of such films. The musical score often goes unnoticed, but may also contain emotional qualities. It can make an audience laugh, cry or alter their perception of the narrative. The three countries of East, West and reunified Germany have each attempted to engage with the Holocaust, including through the medium of film. They have done so in contrasting ways and to varying degrees of effectiveness. The opposing political, social and cultural environments of East and West Germany outweighed their geographical proximity. Likewise, reunified Germany developed a third, divergent approach to Holocaust engagement. This thesis combines three key existing fields of academia: film music theory, Holocaust representation in film, and German politics, history and culture. Through comparative textual analyses of six film case studies, two each from East, West and reunified Germany, this thesis examines whether there are examples of similarities or inherent, reoccurring musical characteristics which define the Holocaust on screen. Furthermore, the six analyses will be supported by contextual examinations of the respective countries, directors and composers in order to ascertain whether there were political, cultural and/or social considerations which impacted upon the film scores. The original contribution to knowledge to which this thesis lays claim is that it forms the first significant scholarly engagement with not only the film music of German Holocaust cinema specifically, but, on a broader scale, the ongoing theoretical discourse surrounding film music and representation. This new contribution to Holocaust knowledge also extends to a continued development of the understanding of and engagement with the event and its audio-visual representations.
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Konrad, Sandra. "Jeder hat seinen eigenen Holocaust : die Auswirkungen des Holocaust auf jüdische Frauen dreier Generationen : eine internationale psychologische Studie /." Gießen : Haland & Wirth im Psychosozial-Verl, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2996487&prov=M&dokv̲ar=1&doke̲xt=htm.
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Pieper, Katrin. "Die Musealisierung des Holocaust : das Jüdische Museum Berlin und das US Holocaust Memorial in Washington DC; ein Vergleich /." Köln ; Weimar ; Wien : Böhlau, 2006. http://swbplus.bsz-bw.de/bsz121991644rez.pdf.
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Wright, Katherine Ann. "The literature of second generation Holocaust survivors and the formation of a post-Holocaust Jewish identity in America." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/K_Wright_062109.pdf.
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Burgsmüller, Nike. "Retterinnen und Retter im Holocaust : eine Motivationsanalyse /." Zürich : Hochschule für Angewandte Psychologie, 2004. http://www.hapzh.ch/pdf/2s/2s0779.pdf.
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Thiele, Martina. "Publizistische Kontroversen über den Holocaust im Film." [S.l. : s.n.], 2001. http://deposit.ddb.de/cgi-bin/dokserv?idn=963186949.
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Kuok, Chi Man. "Writing as resistance : Petr Ginz's Holocaust diary." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2456336.
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Baum, Susan. "Holocaust survivors : successful lifelong coping after trauma." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0020/NQ46316.pdf.
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Auslander, Gary. "The experience of grandchildren of holocaust suvivors." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1995. http://www.icsw.edu/_dissertations/auslander_1995.pdf.
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Dissertation (Ph.D.) -- The Institute for Clinical Social Work , 1995.A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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Arnold, Mark Frederick. "A Holocaust Memorial/Synagogue for unified Berlin." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/23357.
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Satov, Tauba. "Holocaust studies for moral and religious education." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60083.
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This thesis will present an account of the religious way of living drawn from the writings of selected authorities. It will consider how myths, rituals and religion can help humans reach moments of transcendence. These themes will be discussed further in reference to the pious Jews who originated from small towns in Eastern Europe and who lived in accordance with their religious values.This thesis will give substance to the account of the religious way of living with specific reference to the experience of pious Eastern European Jews before, during and after the Holocaust. It will be proposed that Holocaust studies can offer students several messages that are of crucial importance.
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Barnes, Colin Dean. "Textpragmatik der Holocaust-Rede von Philipp Jenninger." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69554.
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The following thesis sets out to analyse the holocaust speech given by former Bundestag president Philipp Jenninger on the occasion of the 50th anniversary of Reichskristallnacht in 1988. Through international media attention, pragmatics, and rhetorical analysis, I shall interpret a speech which has brought both national and international condemnation as well as point out pragmato-rhetorical errors, both of which forced Mr. Jenninger's resignation.The first chapter is a stenographic copy of the speech, supplied by the West German Parlamentary Archives. The second chapter divides international media reports into sub-headings, which distinctly exemplify the importance of a strong knowledge of pragmatism and rhetoric in speech writing through their analysis of the Jenninger speech. The third chapter is a discourse on speech act theory with a practical political application. The fourth chapter analyses speech excerpts and concludes with a discussion of the pragmato-rhetorical concept of the target audience and its bearing on speech content.
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Bunting, Aimee Catherine. "Britain and the Holocaust : then and now." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436978.
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Timoshkina, Alisa. "Representations of the Holocaust in Soviet cinema." Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/representations-of-the-holocaust-in-soviet-cinema(dcd31fd3-4d21-4e20-8e31-1399704c5d8d).html.
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The aim of my doctoral project is to study how the Holocaust has been represented in Soviet cinema from the 1930s to the collapse of the Soviet Union in 1991. The USSR was one of the central participants in WWII and lost over a million of its Jewish population in the Holocaust. While the suffering of the Soviet nation was vividly depicted in arts and history texts, forming a significant part of popular culture, the violence against Jews often appeared to be a (deliberately) forgotten chapter. In the multi-ethnic and multi-national state – whose pre-Revolutionary anti-Semitic history produced the very concept of pogrom – official Soviet ideology, propagating a sense of unity, emphasised the Soviet identity of the victims and refused to differentiate between the dead. Moreover, the devastating statistics of all the casualties of the Soviet-German war (1941-1945) occupied a central place in popular memory, overpowering the proportionally smaller number of Holocaust victims. Throughout the period studied in this thesis, history and memory of the Holocaust underwent a series of repressions and re-evaluations, constantly shifting between the margins and the forefront, between official and unofficial knowledge. This thesis is a chronological study of the role played by Soviet cinema in relation to the shifting discourses of memory, knowledge and history of the Holocaust. Comprised of four chapters, my work traces the trajectory of cinematic portrayals through four main historical periods, under the respective leaderships of Joseph Stalin, Nikita Khrushchev, Leonid Brezhnev and Mikhail Gorbachev. Accounting for the interrelation between Soviet ideology, censorship, the Soviet film industry, cinematic genres and individual film texts, I tease out the complexity and versatility of Soviet cinema’s relationship with the subject of the Holocaust.
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Lyons, P. J. "Literary and theological responses to the Holocaust." Thesis, University of Bristol, 1988. http://hdl.handle.net/1983/a0b0dba8-5632-403e-a811-45ac89a166ac.
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Borggräfe, Henning. "Über die Potentiale digitaler Archivbestände zum Holocaust." HATiKVA e.V. – Die Hoffnung Bildungs- und Begegnungsstätte für Jüdische Geschichte und Kultur Sachsen, 2015. https://slub.qucosa.de/id/qucosa%3A34867.
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Ifft, Leah M. "Youngstown, Ohio Responds to Holocaust Era Refugees." Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1504792281469131.
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Critchell, Kara. "Holocaust education in British society and culture." Thesis, University of Winchester, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698079.
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Fallace, Thomas D. "The construction of the American holocaust curriculum /." Ann Arbor, MI : University Microfilms, 2003. http://wwwlib.umi.com/dissertations/preview/3120800.
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Rowland, Cameron. "Third-generation German Perceptions of the Holocaust." Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/24672.
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This study explores the perspectives of nine third-generation Germans (educated across five federal states of Germany: Hamburg, Brandenburg, Berlin, Lower Saxony and North-Rhine Westphalia) surrounding their experience learning about the different victims of the Holocaust in their secondary schooling. As the research progressed, it became evident the majority of interviewees attributed their emotional connection to the victims of the Holocaust to their diverse secondary school experiences. It was apparent all interviewees felt a personal responsibility to remember the victims of the Holocaust. The state history curriculums grounded in them an understanding of their own individual responsibilities in ensuring such events of the Nazi period never happen again. Four interviewees wished to make connections between the 1930s and 1940s in Germany and contemporary right-wing political movements, expressing concern about calls by parties such as the Alternative for Deutschland (AFD) to reduce Holocaust memorialisation, including from within compulsory school curriculums. Germany’s culture of Holocaust memorialisation heightened four of my interviewee’s sensibilities about identifying with aspects of their German heritage.
Unlike the case for some second-generation Germans, most of my third-generation German interviewees were more likely to encounter the Holocaust transnationally because of increasing opportunities for travelling abroad and being on school exchange after the fall of the Berlin Wall. These transnational experiences of the Holocaust, sometimes consisting of being subject to negative stereotyping by non-Germans, has also, I believe, made some of my interviewees ambivalent about their own German identity.
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Burns, Rachael Kay. "The hidden Holocaust : bystanders, thoughtlessness and sympathy." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/66258/.
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This research draws on key sociological theorists to show that the architecture and topography of the concentration camps promoted thoughtlessness amongst civilians, which ultimately allowed the Holocaust to take place. In the works of Arendt, Bauman, Cohen and Elias the theme of psychological denial or 'thoughtlessness' recurs. Bauman argued that the civilising process had failed to 'erect a single foolproof barrier against the genocide' (2009: 110), however, this research argues that Elias' theory of the 'civilising process' shares key links with Bauman's theory in that it is through mental and physical sequestration that denial can take place through the 'dyscivilising process' argued by De Swaan. Moreover, it is as a result of this sequestration that the civilising process is relevant to other key theorists of the Holocaust including Arendt and Cohen. The results are comprised of two parts. Firstly, the results of an analysis of the architecture and topography of the camps are presented, to show the sequestration that took place which promoted the 'thoughtlessness'. Secondly, the results of a case-study of Mittelbau Dora concentration camp are presented, to show how this sequestration impacted on empathetic and sympathetic responses by civilians. Specifically, the research examines the changes in sensory knowledge of the concentration camps in Nazi Germany by German civilians and the importance of the 'dyscivilising process' for their inception and development. Sensory knowledge is explored through data collected by the United States Holocaust Memorial Museum and historical maps. This is further complimented by contemporary and archival photographs of concentration camps in the Harz and Hamburg regions. In so doing, I challenge the descriptions of Sofsky and Goffman as to what a concentration camp looked like in that many concentration camps were located in previously used buildings such as farms or houses. Across time, it is possible to explain the changes in sensory knowledge through a breakdown of the 'civilising process' and the importance of physical and psychological sequestration of violence, suffering and death acknowledged by academics including Arendt, Bauman and Cohen. I argue that while the camps in Germany were very much an 'open secret', it was only very late in the Nazi era that most German civilians had first-hand, sensory knowledge of them. Moreover, in a case-study of Mittelbau Dora concentration camp, I argue that the physical and psychological distances between inmates and civilians had a direct impact on the 'mutual identification' and empathic responses between them, thus the architecture and topography of the camps promoted thoughtlessness. Moreover, in a case-study of Mittelbau Dora concentration camp, I argue that the physical and psychological distances between inmates and bystanders had a direct impact on the 'mutual identification' between them. In direct contrast with Goldhagen, I argue that the residents of the Harz region were not the 'willing' and virulent Nazis he would argue. Civilian workers at the V2/A4 rocket plant at Mittelbau Dora were more able than other civilians in the region to identify with the inmates because of the sensory knowledge, which allowed for greater empathy and 'fellow-feeling'. Conversely, the residents of the Harz region who did not work alongside the inmates were much more able to psychologically deny the camps and the suffering of the inmates because their first-hand sensory knowledge was so limited. Thus, the architecture and topography of the camps contributed to the thoughtlessness of the civilians as a result of the sequestration.
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O'Donoghue, Leslie. "Holocaust, Memory, Second-Generation, and Conflict Resolution." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3785.
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Ten Jewish second-generation men and women from metro Portland, Oregon were interviewed regarding growing up in the aftermath of the Holocaust. The American-born participants ranged in age from fifty-one to sixty-four years of age at the time of the interviews. Though the parents were deceased at the time of this study the working definition of a Holocaust survivor parent included those individuals who had been refugees or interned in a ghetto, labor camp, concentration camp, or extermination camp as a direct result of the Nazi Regime in Europe from 1933 to 1945.
A descriptive phenomenological approach was utilized. Eight open-ended questions yielded ten unique perspectives. Most second-generation do not habitually inform others of their second-generation status. This is significant to conflict resolution as the effects of the Holocaust are trans-generational. The second-generation embody resilience and their combined emphasis was for all people to become as educated as possible.
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Pini, Sara <1991>. "Holocaust postmemory in contemporary anglophone children's literature." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2022. http://amsdottorato.unibo.it/10406/1/Pini%20tesi%20dottorale%20.pdf.
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This dissertation discusses contemporary Anglophone children’s literature representing the Holocaust and it claims that, through the reading of historical novels, children can acquire a specific kind of postmemory, which I call ‘attitudinal postmemory’. The works analyzed have been written by ‘non-related’ authors, meaning writers who are not witnesses nor their descendants. Attitudinal postmemory is based on the readers’ establishment of a personal-emotional link with the Holocaust by means of narrative empathy towards the characters; it is an ‘active’ kind of memory because it will hopefully convert into an informed, respectful attitude towards peers that opposes the Nazi ideology.
The dissertation is structured into two main parts. Part One provides an overview of the origins and development of Holocaust memory in Western countries. Chapter 1 introduces two major historiographical-literary debates and the following chapter discusses three main issues concerning the representation of the Holocaust (naming, the need to represent, and the ‘right to’ represent) while considering the forms and genres traditionally used and considered ‘appropriate’. Focusing on the scope of literary narratives, Chapter 3 explains how the presence of a personal-emotional link is essential to acquire Holocaust postmemory and, in particular, attitudinal postmemory. The criteria adopted with regard to the case studies are described in Chapter 4.
Part Two discusses the process of interweaving historical truth with fiction and how historical fiction helps child readers acquire attitudinal postmemory. After a brief overview of the genre in Chapter 5, Chapter 6 probes how it is possible to meet the two main expectations of historical fiction while avoiding a disrespectful stance towards the Holocaust. Chapter 7 discusses the idea of empathy and some issues in the representation of Nazi evil, while Chapter 8 offers a comparative analysis of the case studies proposed, including authors from the UK, Ireland, Australia, and the USA.
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Németh-Jesurún, Nancy. "The third life sixteen Holocaust survivors in El Paso /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Pieper, Katrin. "Die Musealisierung des Holocaust : das Jüdische Museum Berlin und das U.S. Holocaust Memorial Museum in Washington D.C. : ein Vergleich /." Köln : Böhlau Verlag, 2006. http://catalogue.bnf.fr/ark:/12148/cb40924169n.
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MacGregor, Fianna Raven. "The Responsibilities and Limitations of Holocaust Storytelling: Understanding the Structure and Usage of the Master Narrative in Holocaust Film." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/150.
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When we speak of historical events, we do so with a certain amount of perceived knowledge; that is, we come to believe we know specific, individual 'truths' about the event. Since historical works are never unembellished lists of documented facts, the knowledge of how we conceive of factual events, how we document events we did not witness, is important in understanding the resulting storytelling process, not just in fictional literary constructs such as novels, short stories, poetry or film, but in the formulation of history itself. For written history must be seen, at least in part, as a constructed or representational reality and this construction generally takes place organically, that is, there are no architects of such histories. Instead, they come together as a result of public acceptance of the individual elements of the narrative. Over time, historical data and anecdotal narrative solidify into a cohesive whole made up of both hard fact and individual response to those facts, a blended whole that can be termed the master narrative of the historical event and which serves as the basis on which we construct the fictional narratives of literature and film.
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Kuhan, Anura. "The holocaust in Poland : a study of works dealing with the issue of Polish people's collective behaviour in the holocaust /." Title page, contents and introduction only, 1993. http://web4.library.adelaide.edu.au/theses/09AR/09ark958.pdf.
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Salner, Peter. "The Holocaust and the Jewish Identity in Slovakia." Universität Potsdam, 2010. http://opus.kobv.de/ubp/volltexte/2010/4350/.
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This study deals with the impacts of the Holocaust on the identity of the Jewish community in Slovakia. The author is interested in the question (whether and) in which form God remained among the survivors after Auschwitz. The available ethnological material has shown that suffering during the Holocaust often resulted into abandoning the religion, and particularly in Judaism. Many survivors broke up their contacts with Jewry. They often decided to join the communist party (either due to their conviction or opportunism.) Our research has indicated that for the majority of the Slovak Jews, God after the Holocaust is rather an abstract concept or non existing. However, he is definitely not the biblical God of the Tora and micvot, to which our ancestors used to pray.In dieser Studie wird die Wirkung des Holocausts auf die Identität der jüdischen Gemeinschaft in der Slowakei thematisiert. Der Autor ist an der Frage interessiert, ob und falls ja in welcher Form der Glaube an die Existenz Gottes nach Auschwitz unter den Überlebenden fortbestand. Die verfügbaren ethnologischen Materialien haben gezeigt, dass das Leiden während des Holocausts oft das Ablegen der Religion, insbesondere der jüdischen, zur Folge hatte. Viele Überlebende brachen den Kontakt zum Judentum ab. Sie entschlossen sich oftmals, – entweder aus Überzeugung oder aus Opportunismus – der Kommunistischen Partei beizutreten. Die hier vorgestellte Forschungsarbeit weist darauf hin, dass für die Mehrheit der slowakischen Juden Gott nach dem Holocaust entweder ein abstraktes Konzept ist oder Gott nicht existiert. So ist er definitiv nicht der biblische Gott der Torah und der Mizwot, zu dem unsere Vorfahren gebetet haben.
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Pabel, Annemarie Luise. "Representing women's holocaust trauma across genres and eras." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/3245.
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This dissertation situates itself within the problematic (mis)representation of women’s traumatic Holocaust experiences that are subjected to and underplayed by the patriarchal paradigm of Holocaust literature, in which male survivor-narratives constitute the norm. In using Holocaust texts from three different genres and periods, namely Anne Frank’s Diary of 1947, Ruth Klüger’s 2001 autobiography Still Alive: a Holocaust Girlhood Remembered, and Bernhard Schlink’s 1995 novel The Reader, this project approaches the role of genres in the re-articulation of traumatic experiences. It is the aim of this dissertation to explore the epistolary, autobiographic and fictional forms and their inherent conventions and to examine how they facilitate the articulation of women’s experiences that have long been underplayed and sanitized by rigid, patriarchal historical and literary discourses. In doing so, the project follows the structurally fragmenting impact of trauma on the mind and thus moves from short, fragmented forms, such as The Diary, to the more coherent autobiography, Still Alive, and eventually to the novel The Reader. In this analysis of the potential, conventions and complexities that each genre poses to the articulation of trauma, this project outlines and crosses boundaries of genre, gender, language and memory. In aiming at a comparative analysis of how different genres may facilitate the articulation of traumatic experiences differently, this project is based on the argument that the verbalization of trauma is essential for a person to regain control over their memories. This project is based on the different issues regarding the treatment of women, which arise in the selected texts. In selecting epistolary, autobiographic and fictional primary Holocaust texts, all of which address women’s trauma in various forms, I investigate the problematic and distorted representations of women’s experiences. These distortions of women’s traumatic experiences of the Holocaust undermine the validity of such experiences themselves. In order to show the extent of this misrepresentation across genres, I choose three very different primary texts. Firstly, a strong educational component has been ascribed to the diary of Anne Frank, which will be read as a subversive tool. Secondly, the autobiographic text chosen deals extensively with the issue of German/English translation and the representation of trauma that is affected by a bilingual condition. Thirdly, I select a postmodern novel that challenges conventional readings of Holocaust experiences through the use of very complex female characters. In approaching these issues, I will first identify such problematic distortions in the representations of women’s experiences in all three selected texts. I will then use the framework of literary theory as well as trauma and gender theorists to substantiate and evaluate my findings. In doing so, I seek to establish a comparative analysis of how the different forms allow women to re-articulate their traumatic experiences.