Marking Evil
Title | Marking Evil PDF eBook |
Author | Amos Goldberg |
Publisher | Berghahn Books |
Pages | 384 |
Release | 2015-05-01 |
Genre | History |
ISBN | 1782386203 |
Talking about the Holocaust has provided an international language for ethics, victimization, political claims, and constructions of collective identity. As part of a worldwide vocabulary, that language helps set the tenor of the era of globalization. This volume addresses manifestations of Holocaust-engendered global discourse by critically examining their function and inherent dilemmas, and the ways in which Holocaust-related matters still instigate public debate and academic deliberation. It contends that the contradiction between the totalizing logic of globalization and the assumed uniqueness of the Holocaust generates continued intellectual and practical discontent.
Marking Evil
Title | Marking Evil PDF eBook |
Author | |
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Pages | 0 |
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Journal of Education
Title | Journal of Education PDF eBook |
Author | |
Publisher | |
Pages | 744 |
Release | 1908 |
Genre | Education |
ISBN |
Report
Title | Report PDF eBook |
Author | Commonwealth Shipping Committee |
Publisher | |
Pages | 844 |
Release | 1912 |
Genre | Shipping |
ISBN |
School and Society
Title | School and Society PDF eBook |
Author | James McKeen Cattell |
Publisher | |
Pages | 810 |
Release | 1923 |
Genre | Education |
ISBN |
Holocaust Memory in a Globalizing World
Title | Holocaust Memory in a Globalizing World PDF eBook |
Author | Jacob S. Eder |
Publisher | Wallstein Verlag |
Pages | 279 |
Release | 2017-02-27 |
Genre | History |
ISBN | 3835340115 |
Aus einer globalen Perspektive werden Entwicklung und Funktion der Erinnerung an den Holocaust in nationalen und regionalen Kontexten untersucht. Die Erinnerung an den Holocaust ist zentraler Bestandteil des historischen Bewusstseins und der politischen Kultur im wiedervereinigten Deutschland, in Israel und in den USA. Doch lässt sich das auch für andere Teile der Welt so sagen? Wie haben sich Gesellschaften, die nicht von Besatzung und Vernichtungsmaßnahmen des NS-Regimes betroffen waren, mit dem Erbe des Holocaust auseinandergesetzt? Wie haben Minderheiten mit einer eigenen Verfolgungserfahrung auf konkrete Erinnerungsakte reagiert? Wie wirkt sich der demografische Wandel auf die Erinnerung aus? In welcher Form haben sich Einwanderer mit der zentralen Bedeutung des Holocaust auseinandergesetzt? Aus einer globalen Perspektive und in unterschiedlichen nationalen und regionalen Kontexten analysieren internationale Experten den weltweiten Wandel des Holocaust-Gedenkens. Die insgesamt vierzehn Fallbeispiele konzentrieren sich auf die Genese und die Funktionen des Gedenkens in Europa, Nord- und Südamerika, Israel, Nordafrika, Südafrika und Asien. Im Band werden Widersprüche und Herausforderungen in einem Prozess aufgespürt und diskutiert, der häufig als »Globalisierung« oder »Universalisierung« des Holocaust-Gedenkens bezeichnet wird.
Holocaust Education and the Semiotics of Othering in Israeli Schoolbooks
Title | Holocaust Education and the Semiotics of Othering in Israeli Schoolbooks PDF eBook |
Author | Nurit Elhanan-Peled |
Publisher | Common Ground Research Networks |
Pages | 397 |
Release | 2023-09-11 |
Genre | Education |
ISBN | 1957792086 |
The Zionist pedagogical narrative reproduced in schoolbooks views the migration of Jews to Israel as the felicitous conclusion of the journey from the Holocaust to the Resurrection. It negates all forms of diasporic Jewish life and culture and ignores the history of Palestine during the 2000-year-long Jewish “exile.” This narrative otherizes three main groups vis-à-vis whom Israeliness is constituted: Holocaust victims, who are presented in a traumatizing manner as the stateless and therefore persecuted Jews “we” refuse but might become again if “we” lose control over Palestinian Arabs, who constitute the second group of “others.” Palestinians are racialized, demonized, and portrayed as “our” potential exterminators. The third group of “others” comprises non-European (Mizrahi and Ethiopian) Jews. They are described as backward people who lack history or culture and must undergo constant acculturation to fit into Israel’s “Western” society. Thus, a rhetoric of victimhood and power evolves, and a nationalistic interpretation of the “never again” imperative is inculcated, justifying the Occupation and oppression of Palestinians and the marginalization of non-European Jews. This rhetoric is conveyed multimodally through discourse, genres, and visual elements. The present study, which advocates a multidirectional memory, proposes an alternative Hebrew-Arabic, multi-voiced and poly-centered curriculum that would relate the accounts of the people whom the pedagogic narrative seeks to conceal and exclude. This joint curriculum will differ from the present one not only in content but also ideologically and semiotically. Instead of traumatizing and urging vengeance, it will encourage discussion and celebrate diversity and hybridity.