The man the New York Times has called "the preeminent scholar of the Holocaust" tells the stories of those who caused, experienced, and witnessed the great human catastrophe.

“A pathbreaking meditation . . . shifts the discussion . . . from . . . notions of guilt and innocence to the complexities of responsibility and accountability.” —Amir Eshel, Stanford University When it comes to historical violence and contemporary inequality, none of us are completely innocent. We may not be direct agents of harm, but we may still contribute to, inhabit, or benefit from regimes of domination that we neither set up nor control. Arguing that the familiar categories of victim, perpetrator, and bystander do not adequately account for our connection to injustices past and present, Michael Rothberg offers a new theory of political responsibility through the figure of the implicated subject. The Implicated Subject builds on the comparative, transnational framework of Rothberg's influential work on memory to engage in reflection and analysis of cultural texts, archives, and activist movements from such contested zones as transitional South Africa, contemporary Israel/Palestine, post-Holocaust Europe, and a transatlantic realm marked by the afterlives of slavery. An array of globally prominent artists, writers, and thinkers—from William Kentridge, Hito Steyerl, and Jamaica Kincaid, to Hannah Arendt, Primo Levi, Judith Butler, and the Combahee River Collective—speak show how confronting our own implication in difficult histories can lead to new forms of internationalism and long-distance solidarity. “A significant work by a major scholar . . . .While drawing on a global range of histories and texts, the book never loses focus on the contemporary moment.” —Robert Eaglestone, Royal Holloway, University of London “Offer[s] a fresh vocabulary to confront our personal and collective responsibility in the face of massive political violence, past and present.” —Marianne Hirsch, Columbia University

A systematic study of bystanders during the Holoaust which analyzes why individuals, institutions and the international community remained passive while millions died. The work illustrates the terrible consequences of indifference and passivity towards the persecution of others.

The prevention of cyberbullying is an ongoing challenge due to the multifaceted nature of cyberbullying and the difficulties in realizing effective interventions that involve educational institutions, educators, and families. Enduring prevention programs through education need to be defined and take into account that the digital revolution changes the way and the meaning of interpersonal relationships. Cyberbullying and the Critical Importance of Educational Resources for Prevention and Intervention is a collection of innovative research on the methods and applications of policies and other strategies that identify and prevent online harassment among middle and high school students. Among the strategies discussed are the involvement of school institutions and families in planning continuous and well-structured awareness activities, as well as designing and running effective educational initiatives for intervention. While highlighting topics including digital technologies, bullying behaviors, and online communication, this book is ideally designed for policymakers, educators, academicians, administrators, and researchers.

Of the three categories that Raul Hilberg developed in his analysis of the Holocaust—perpetrators, victims, and bystanders—it is the last that is the broadest and most difficult to pinpoint. Described by Hilberg as those who were “once a part of this history,” bystanders present unique challenges for those seeking to understand the decisions, attitudes, and self-understanding of historical actors who were neither obviously the instigators nor the targets of Nazi crimes. Combining historiographical, conceptual, and empirical perspectives on the bystander, the case studies in this book provide powerful insights into the complex social processes that accompany state-sponsored genocidal violence.

Genocide has tragically claimed the lives of over 262 million victims in the last century. Jews, Armenians, Cambodians, Darfurians, Kosovons, Rwandans, the list seems endless. Clinical psychologist Steven K. Baum sets out to examine the psychological patterns to these atrocities. Building on trait theory as well as social psychology he reanalyzes key conformity studies (including the famous experiments of Ash, Millgram and Zimbardo) to bring forth an understanding of identity and emotional development during genocide. Baum presents a model that demonstrates how people's actions during genocide actually mirror their behaviour in everyday life: there are those who destruct (perpetrators), those who help (rescuers) and those who remain uninvolved, positioning themselves between the two extremes (bystanders). Combining eyewitness accounts with Baum's own analysis, this book reveals the common mental and emotional traits among perpetrators, bystanders and rescuers and how a war between personal and social identity accounts for these divisions.

Victims and Perpetrators What form does the dialogue about the family past during the Nazi period take in families of those persecuted by the Nazi regime and in families of Nazi perpetrators and bystanders? What impact does the past of the first generation, and their own way of dealing with it have on the lives of their children and grandchildren? What are the differences between the dialogue about the family past and the Holocaust in families of Nazi perpetrators and in families of Holocaust survivors? This book examines these questions on the basis of selected case studies.