This book is the second in a series of studies published under the auspices of the Institute for Holocaust Studies of the Graduate School and U niver sity Center of The City University of New York. Like the first book, it is an outgrowth of the lectures and special studies sponsored by the institute during the 1981-82 and 1982-83 academic years. This volume is divided into five parts. Part I, Ethics and the Holocaust, contains a pioneering investigation of one of the most neglected areas in Holocaust studies. Francine Klagsbrun, a well-known writer and popular lecturer, provides an erudite overview of the value of life in Jewish thought and tradition. With full understanding of the talmudic scholars' position on Jewish ethics and using concrete examples of the life-and death dilemmas that confronted many Jews in their concentration camp experiences, Klagsbrun provides dramatic evidence of the triumph of moral and ethical principles over the forces of evil during the Holocaust, this darkest period in Jewish history. The next two chapters, grouped under the heading The Allies and the Holocaust, deal with the failure of the Western Allies to respond to the desperate needs of the persecuted Jews of Europe during the Second World War. The first is by Professor Bela Vago, an authority on the Holocaust and East Central European history at the University of Haifa.

Impossible Images brings together a distinguished group of contributors, including artists, photographers, cultural critics, and historians, to analyze the ways in which the Holocaust has been represented in and through paintings, architecture, photographs, museums, and monuments. Exploring frequently neglected aspects of contemporary art after the Holocaust, the volume demonstrates how visual culture informs Jewish memory, and makes clear that art matters in contemporary Jewish studies. Accepting that knowledge is culturally constructed, Impossible Images makes explicit the ways in which context matters. It shows how the places where an artist works shape what is produced, in what ways the space in which a work of art is exhibited and how it is named influences what is seen or not seen, and how calling attention to certain details in a visual work, such as a gesture, a color, or an icon, can change the meaning assigned to the work as a whole. Written accessibly for a general readership and those interested in art and art history, the volume also includes 20 color plates from leading artists Alice Lok Cahana, Judy Chicago, Debbie Teicholz, and Mindy Weisel.

Divided into five discrete sections, this book examines the issue of Holocaust denial, and in some cases "Holocaust inversion" in North America, Europe, and the Middle East and its relationship to the history of antisemitism before and since the Holocaust. It thus offers both a historical and contemporary perspective. This volume includes observations by leading scholars, delivering powerful, even controversial essays by scholars who are reporting from the ‘frontline.’ It offers a discussion on the relationship between Christianity and Islam, as well as the historical and contemporary issues of antisemitism in the USA, Europe, and the Middle East. This book explores how all of these issues contribute consciously or otherwise to contemporary antisemitism. The chapters of this volume do not necessarily provide a unity of argument – nor should they. Instead, they expose the plurality of positions within the academy and reflect the robust discussions that occur on the subject.

"The Protocols of the Elders of Zion" is almost certainly fiction, but its impact was not. Originating in Russia, it landed in the English-speaking world where it caused great consternation. Much is made of German anti-semitism, but there was fertile soil for "The Protocols" across Europe and even in America, thanks to Henry Ford and others.

Teaching and learning about the Holocaust is central to school curriculums in many parts of the world. As a field for discourse and a body of practice, it is rich, multidimensional and innovative. But the history of the Holocaust is complex and challenging, and can render teaching it a complex and daunting area of work. Drawing on landmark research into teaching practices and students’ knowledge in English secondary schools, Holocaust Education: Contemporary challenges and controversies provides important knowledge about and insights into classroom teaching and learning. It sheds light on key challenges in Holocaust education, including the impact of misconceptions and misinformation, the dilemmas of using atrocity images in the classroom, and teaching in ethnically diverse environments. Overviews of the most significant debates in Holocaust education provide wider context for the classroom evidence, and contribute to a book that will act as a guide through some of the most vexed areas of Holocaust pedagogy for teachers, teacher educators, researchers and policymakers.

This volume comprises 11 essays--most of them revised versions of lectures given 1996-1997 at the Albert-Ludwigs University in Freiburg--by German historians of the younger generation (all born since 1951). The purpose of the lecture series was to "leave behind the stale and rigid terms of Holocaust scholarship and public discussion of the issue" (from the editor's foreword). The essays, focusing on Poland, the Soviet Union, Serbia, and France, aim to identify the impulses that drove German activities in each area and to identify how various political goals and ideological convictions combined to produce policy. Annotation copyrighted by Book News, Inc., Portland, OR