Remembering the Holocaust in Educational Settings brings together a group of international experts to investigate the relationship between Holocaust remembrance and different types of educational activity through consideration of how education has become charged with preserving and perpetuating Holocaust memory and an examination of the challenges and opportunities this presents. The book is divided into two key parts. The first part considers the issues of and approaches to the remembrance of the Holocaust within an educational setting, with essays covering topics such as historical culture, genocide education, familial narratives, the survivor generation, and memory spaces in the United States, United Kingdom, and Germany. In the second part, contributors explore a wide range of case studies within which education and Holocaust remembrance interact, including young people’s understanding of the Holocaust in Germany, Polish identity narratives, Shoah remembrance and education in Israel, the Holocaust and Genocide Centre of Education and Memory in South Africa, and teaching at Deakin University, Melbourne, Australia. An international and interdisciplinary exploration of how and why the Holocaust is remembered through educational activity, Remembering the Holocaust in Educational Settings is the ideal book for all students, scholars, and researchers of the history and memory of the Holocaust as well as those studying and working within Holocaust education.

"International interest in Holocaust education has reached new heights in recent years. This historic event has long been central to cultures of remembrance in those countries where the genocide of the Jewish people occurred. But other parts of the world have now begun to recognize the history of the Holocaust as an effective means to teach about mass violence and to promote human rights and civic duty, testifying to the emergence of this pivotal historical event as a universal frame of reference. In this new, globalized context, how is the Holocaust represented and taught? How do teachers handle this excessively complex and emotionally loaded subject in fast-changing multicultural European societies still haunted by the crimes perpetrated by the Nazis and their collaborators? Why and how is it taught in other areas of the world that have only little if any connection with the history of the Jewish people? Holocaust Education in a Global Context will explore these questions."--page 10.

The lens of apartheid-era Jewish commemorations of the Holocaust in South Africa reveals the fascinating transformation of a diasporic community. Through the prism of Holocaust memory, this book examines South African Jewry and its ambivalent position as a minority within the privileged white minority. Grounded in research in over a dozen archives, the book provides a rich empirical account of the centrality of Holocaust memorialization to the community’s ongoing struggle against global and local antisemitism. Most of the chapters focus on white perceptions of the Holocaust and reveals the tensions between the white communities in the country regarding the place of collective memories of suffering in the public arena. However, the book also moves beyond an insular focus on the South African Jewish community and in very different modality investigates prominent figures in the anti-apartheid struggle and the role of Holocaust memory in their fascinating journeys towards freedom.

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.

Remembering Histories of Trauma compares and links Native American, First Nation and Jewish histories of traumatic memory. Using source material from both sides of the Atlantic, it examines the differences between ancestral experiences of genocide and the representation of those histories in public sites in the United States, Canada and Europe. Challenging the ways public bodies have used those histories to frame the cultural and political identity of regions, states, and nations, it considers the effects of those representations on internal group memory, external public memory and cultural assimilation. Offering new ways to understand the Native-Jewish encounter by highlighting shared critiques of public historical representation, Mailer seeks to transcend historical tensions between Native American studies and Holocaust studies. In linking and comparing European and American contexts of historical trauma and their representation in public memory, this book brings Native American studies, Jewish studies, early American history, Holocaust studies, and museum studies into conversation with each other. In revealing similarities in the public representation of Indigenous genocide and the Holocaust it offers common ground for Jewish and Indigenous histories, and provides a new framework to better understand the divergence between traumatic histories and the ways they are memorialized.

The Trajectory of Holocaust Memory: The Crisis of Testimony in Theory and Practice re-considers survivor testimony, moving from a subject-object reading of the past to a subject-subject encounter in the present. It explores how testimony evolves in relationship to the life of eyewitnesses across time. This book breaks new ground based on three principles. The first draws on Martin Buber’s “I-Thou” concept, transforming the object of history into an encounter between subjects. The second employs the Jungian concept of identity, whereby the individual (internal identity) and the persona (external identity) reframe testimony as an extension of the individual. They are a living subject, rather than merely a persona or narrative. The third principle draws on Daniel Kahneman’s concept of the experiencing self, which relives events as they occurred, and the remembering self, which reflects on their meaning in sum. Taken together, these principles comprise a new literacy of testimony that enables the surviving victim and the listener to enter a relationship of trust. Designed for readers of Holocaust history and literature, this book defines the modalities of memory, witness, and testimony. It shows how encountering the individual who lived through the past changes how testimony is understood, and therefore what it can come to mean.

Remembering Women’s Activism examines the intersections between gender politics and acts of remembrance by tracing the cultural memories of women who are known for their actions. Memories are constantly being reinterpreted and are profoundly shaped by gender. This book explores the gendered dimensions of history and memory through nation-based and transnational case studies from the Asia-Pacific region and Anglophone world. Chapters consider how different forms of women’s activism have been remembered: the efforts of suffragists in Britain, the USA and Australia to document their own histories and preserve their memory; Constance Markievicz and Qiu Jin, two early twentieth-century political activists in Ireland and China respectively; the struggles of women workers; and the movement for redress of those who have suffered militarized sexual abuse. The book concludes by reflecting on the mobilization of memories of activism in the present. Transnational in scope and with reference to both state-centred and organic acts of remembering, including memorial practices, physical sites of memory, popular culture and social media, Remembering Women’s Activism is an ideal volume for all students of gender and history, the history of feminism, and the relationship between memory and history.