Constructing the Holocaust examines the development of Holocaust historiography in the light of recent critical philosophy of history. It argues that the Holocaust provides both the occasion for, and the ultimate test of, new ways of giving meaning to the past. It also shows that examining our representations of the past is as important as archival research for understanding history.

History is both the past and our accounts of the past. In "Rethinking World War Two," Jeremy Black explores the contesting accounts and interpretations of the war, critically examining the leading controversies surrounding the conflict, its aftermath and its ongoing significance in the modern world. The first half of the book considers controversies surrounding the course of the war, with chapters looking at the importance of military history, the causes of the war, politics and grand strategy and domestic politics. The second half goes on to consider the memory of the war and its echoes in political and military spheres, with chapters devoted to the memory of the war in Europe and in Asia. A detailed further reading section provides guidance on how to take study of various topics further. "Rethinking World War Two" is unique in offering a survey of both the events of the conflict and the various debates surrounding its memory. It will be an invaluable resource for any student of the Second World War, particularly those seeking a better understanding of its continuing legacy in the postwar world.

Many Britains had distinct religious or theological interpretations of World War II. They viewed Fascism, especially the German National Socialism, as a form of modern paganism, a repulsive worship of Leader, Race, and State--a form of idolatry. However, for the most part, British clerics did not defend the war as a simple matter of Christian Britain versus Pagan Germany, because they saw only too well the pagan elements in British culture. Instead, the clergy defended the war as a defense of Christian civilization, a particular religious culture that had grown up under the aegis of the Christian faith.

Fascism had, in the opinion of many, family similarities to Liberal Humanism. Nazism was abusing the Scripture because everyone had allowed a liberal hermeneutic to slip into their thinking theologically. Naturally, the clerics view of the war as just meant that pacifism was wrong-headed, but they refused to demonize pacifists or to hound them into arrest. The clergymen did maintain that Liberal Humanism issued logically in pacifism and pacifism had weakened the national will, allowing it to make shameful concessions to the Fascist dictators throughout the 1930s. This study will also help explain the surprising Labor Party victory in the summer of 1945.

The murder of a third of Europe's Jews by the Nazis is unquestionably the worst catastrophe in the history of contemporary Judaism and a formative event in the history of Zionism and the State of Israel. Understandably, therefore, the Shoah, written about, analyzed, and given various political interpretations, has shaped public discourse in the history of the State of Israel. The key element of Shoah in the Israeli context is victimhood and as such it has become a source of shame, shrouded in silence and subordinated to the dominant discourse which, resulting from the construction of a "new Hebrew" active subjectivity, taught the postwar generation of Israelis to reject diaspora Jewry and its alleged passivity in the face of catastrophe. This book is the culmination of years of preoccupation with the meaning of the Shoah for the author, an Israeli woman with a "split subjectivity: - that of a daughter of a family of Shoah survivors, and that of a daughter of the first Israeli-born generation; the culmination of her need to break the silence about the Shoah in a society which constructed itself as the Israeli antithesis to diaspora Jewry, and to excavate a "truth" from underneath the mountain of Zionist nation-building myths. These myths, the author argues, not only had deep implication for the formation of her generation but also a profound impact on the Israeli-Palestinian conflict. Moreover, they are shot through with images of the "masculine" Israeli, constrasted with those of the weak, passive, non-virile Jewish "Other" of the diaspora. This book offers the first gendered analysis of Israeli society and the Shoah. The author employs personal narratives of nine Israeli daughters of Shoah survivors, writers and film makers, and a feminist re-reading of official and unofficial Israeli and Zionist discourses to explore the ways in which the relationship between Israel and the Shoah has been gendered in that the Shoah was "feminized" while Israel was "masculinized." This new perspective has considerable implications for the analysis of Israeli society; a gendered analysis of Israeli construction of nation reveals how the Shoah and Shoah discourse are exploited to justify Israel's, i.e. the "new Hebrew's," self-perceived right of occupation. Israel thus not only negated the Jewish diaspora, but also stigmatized and feminized Shoah victims and survivors, all the while employing Shoah discourses as an excuse for occupation, both in the past and in the present.

The murder of a third of Europe's Jews by the Nazis is unquestionably the worst catastrophe in the history of contemporary Judaism and a formative event in the history of Zionism and the State of Israel. Understandably, therefore, the Shoah, written about, analyzed, and given various political interpretations, has shaped public discourse in the history of the State of Israel. The key element of Shoah in the Israeli context is victimhood and as such it has become a source of shame, shrouded in silence and subordinated to the dominant discourse which, resulting from the construction of a "new Hebrew" active subjectivity, taught the postwar generation of Israelis to reject diaspora Jewry and its alleged passivity in the face of catastrophe. This book is the culmination of years of preoccupation with the meaning of the Shoah for the author, an Israeli woman with a "split subjectivity: - that of a daughter of a family of Shoah survivors, and that of a daughter of the first Israeli-born generation; the culmination of her need to break the silence about the Shoah in a society which constructed itself as the Israeli antithesis to diaspora Jewry, and to excavate a "truth" from underneath the mountain of Zionist nation-building myths. These myths, the author argues, not only had deep implication for the formation of her generation but also a profound impact on the Israeli-Palestinian conflict. Moreover, they are shot through with images of the "masculine" Israeli, constrasted with those of the weak, passive, non-virile Jewish "Other" of the diaspora. This book offers the first gendered analysis of Israeli society and the Shoah. The author employs personal narratives of nine Israeli daughters of Shoah survivors, writers and film makers, and a feminist re-reading of official and unofficial Israeli and Zionist discourses to explore the ways in which the relationship between Israel and the Shoah has been gendered in that the Shoah was "feminized" while Israel was "masculinized." This new perspective has considerable implications for the analysis of Israeli society; a gendered analysis of Israeli construction of nation reveals how the Shoah and Shoah discourse are exploited to justify Israel's, i.e. the "new Hebrew's," self-perceived right of occupation. Israel thus not only negated the Jewish diaspora, but also stigmatized and feminized Shoah victims and survivors, all the while employing Shoah discourses as an excuse for occupation, both in the past and in the present.

In the early morning hours of May 18, 1944 the Russian army, under orders from Stalin, deported the entire Crimean Tatar population from their historical homeland. Given only fifteen minutes to gather their belongings, they were herded into cattle cars bound for Soviet Central Asia. Although the official Soviet record was cleansed of this affair and the name of their ethnic group was erased from all records and official documents, Crimean Tatars did not assimilate with other groups or disappear. This is an ethnographic study of the negotiation of social memory and the role this had in the growth of a national repatriation movement among the Crimean Tatars. It examines the recollections of the Crimean Tatars, the techniques by which they are produced and transmitted and the formation of a remarkably uniform social memory in light of their dispersion throughout Central Asia. Through the lens of social memory, the book covers not only the deportation and life in the diaspora but the process by which the children and grandchildren of the deportees returned and anchored themselves in the Crimean Peninsula, a place they had never visited.

This volume presents insights from five years of intensive Holocaust, genocide, and mass atrocity education at Queensborough Community College (QCC) of the City University of New York (CUNY), USA, to offer four approaches-Arts-Based, Textual, Outcomes-Based, and Social Justice-to designing innovative, integrative, and differentiated pedagogies for today's college students. The authors cover the theoretical foundations of each approach, and include faculty reflections on the programs, instructional strategies, and student reactions that brought the approaches to life across the disciplines.

This book probes the relationship between Martin Heidegger and theology in light of the discovery of his Black Notebooks, which reveal that his privately held Antisemitism and anti-Christian sentiments were profoundly intertwined with his philosophical ideas. Heidegger himself was deeply influenced by both Catholic and Protestant theology. This prompts the question as to what extent Christian anti-Jewish motifs shaped Heidegger's own thinking in the first place. A second question concerns modern theology's intellectual indebtedness to Heidegger. In this volume, an array of renowned Heidegger scholars - both philosophers and theologians -investigate Heidegger's animosity toward the biblical legacy in both its Jewish and Christian interpretations, and what it means for the future task and identity of theology.

In the last two decades our empirical knowledge of the Holocaust has been vastly expanded. Yet this empirical blossoming has not been accompanied by much theoretical reflection on the historiography. This volume argues that reflection on the historical process of (re)constructing the past is as important for understanding the Holocaust-and, by extension, any past event-as is archival research. It aims to go beyond the dominant paradigm of political history and describe the emergence of methods now being used to reconstruct the past in the context of Holocaust historiography.

Connell uncovers a little known World War II top secret program. The United States demanded that Latin American governments deport--or allow the United States to take--anyone of Japanese ancestry and place them in camps in Texas and New Mexico. The plan was to trade them for American civilians held by the Japanese.

Although Peru was the most enthusiastic participant in this program, expelling nearly 5,000 Peruvian citizens of Japanese ancestry, other Latin American countries participated as well. Connell traces the reasons for prejudice and discrimination, the specific programs, and the post-war efforts of those held in American relocation camps to secure restitution. Through the wide use of oral interviews as well as documents, Connell shows the very human side of this effort, which in many ways parallels the discrimination Americans of Japanese ancestry faced during the war. This book provides a thorough and intriguing story of interest to general readers as well as scholars, students, and other researchers involved with World War II and Latin American history.

How does scale affect our understanding of the Holocaust? In the vastness of its implementation and the sheer amount of death and suffering it produced, the genocide of Europe's Jews presents special challenges for historians, who have responded with work ranging in scope from the world-historical to the intimate. In particular, recent scholarship has demonstrated a willingness to study the Holocaust at scales as focused as a single neighborhood, family, or perpetrator. This volume brings together an international cast of scholars to reflect on the ongoing microhistorical turn in Holocaust studies, assessing its historiographical pitfalls as well as the distinctive opportunities it affords researchers.

Despite growing up during the Second World War, watching the nightly vigil of German Bombers destroying the ship builders by the river, some of us did survive, had our fun, our adventure 's, first loves and misfortunes. As young adults our circumstance's changed. New pals, new loves, 'Don't forget to keep in touch', but as time went, you didn't. Untill one day by chance accidentaly colliding into my old school pal Graham, nearly seventy years after parting our ways, things changed. They say everything happens in three's, but in our case it increased as more, now grey haired delinquents from 4A joined the monthly meetings of the Survivers Club, to reminisce on old times over a few beer's. Being pressured into putting pen to paper, and transcribe the tesimony of our memorable youth, this narrative was composed.

The Holocaust stands as a focal event in modern Western history. With a vast array of literature, film, and historical work dedicated to the subject, it is increasingly difficult for educators to sift through the materials available and incorporate them into their curricula.

New Perspectives on the Holocaust offers guidance to those in the teaching professions confronting issues raised by the Holocaust. Authors, all actively involved in teaching about the Holocaust, reflect on a range of fundamental questions. Some offer guidance in selecting materials; others examine factors that determine the success or failure of Holocaust curricula; and still others essays examine questions of how much we can know about the Holocaust, investigating specifically the phenomenon of Holocaust denial. Providing a wealth of guidance for engaging students in a wide range of disciplines, from literature to history to geography to Jewish and Christian theology, and including contributions by such well-known scholars as Steven Katz, William Seidelman, Richard Breitman, John Pawlikowski, and Carole Fink, this volume is essential reading for all those in the teaching professions who grapple with the Holocaust.

The French naval bases at St. Nazaire and Lorient, occupied by the Germans in June 1940, quickly became the homes of massive U-boat fortresses--nearly indestructible submarine pens, built by mostly slave labor. From these bases, the U-boats struck merchant shipping at will from the Mediterranean to the North Sea. Thousands of vessels were lost, along with vital war materiel destined for Britain and the Soviet Union. As a result, the Royal Air Force began an all-out bombardment of the two ports. Despite their extensive efforts--and those of the Americans who joined them in 1942, the fortresses would survive, surrounded by the decimated French towns and countryside. This is the story of what was, perhaps, the longest ongoing battle in Europe during the Second World War, seen through the eyes of someone who experienced much of it firsthand. The desperate battle was waged on land, air, and sea. Because the dock at St. Nazaire could house and repair Hitler's powerful warship Tirpitz, British commandos carried out a daring raid to destroy it in March of 1942. They succeeded, but with great loss of life. The defenses of these fortresses were so strong that Eisenhower would ultimately decide to seek containment rather than destruction. The 66th Division, on its way to take up the task, lost its troopship Leopoldville to a German torpedo, with a loss of 802 men. The French underground movement in the area spawned a fighting force of 40,000 men to fight alongside the Americans, but the subsequent German reprisals would ultimately destroy many families in Brittany. Yet the bases stood, and continue to stand today.

Hold the Westwall is the dramatic story of Panzer Brigade 105, one of Germany's experimental independent armored brigades, and its formation, deployment (including its defense of the Siegfried Line), and ultimate destruction. Relying heavily on primary documents and interviews, it also presents American accounts of what it was like to fight the brigade. It is the first book in English on Germany's failed experiment with independent armored brigades in World War II.

In the half century after 1945, South Korea went from an impoverished, largely rural nation ruled by a succession of authoritarian regimes to a prosperous, democratic industrial society. No less impressive was the country's transformation from a nation where a majority of the population had no formal education to one with some of the world's highest rates of literacy, high school graduates, and university students. Drawing on their premodern and colonial heritages as well as American education concepts, South Koreans have been largely successful in creating a schooling system that is comprehensive, uniform in standard, and universal. The key to understanding this educational transformation is South Korean society's striking, nearly universal preoccupation with schooling - what Korean's themselves call their ""education fever."" This volume explains how Koreans' concern for achieving as much formal education as possible appeared immediately before 1945 and quickly embraced every sector of society. Through interviews with teachers, officials, parents, and students and an examination of a wide range of written materials in both Korean and English, Michael Seth explores the reasons for this social demand for education and how it has shaped nearly every aspect of South Korean society. He also looks at the many problems of the Korean educational system: the focus on entrance examinations, which has tended to reduce education to test preparation; the overheated competition to enter prestige schools; the enormous financial burden placed on families for costly private tutoring; the inflexibility created by an emphasis on uniformity of standards; and the misuse of education by successive governments for political purposes.

In 1942, the dictatorial regime of occupied France held a show trial that didn't work. In a society from which democratic checks and balances had been eliminated, under a regime that made its own laws to try its opponents, the government's signature legal initiative - a court packed with sympathetic magistrates and soldiers whose investigation of the defunct republic's leaders was supposed to demonstrate the superiority of the new regime - somehow not only failed to result in a conviction, but, in spite of the fact that only government-selected journalists were allowed to attend, turned into a podium for the regime's most bitter opponents. The public relations disaster was so great that the government was ultimately forced to cancel the trial. This catastrophic would-be show trial was not forced upon the regime by Germans unfamiliar with the state of domestic opinion; rather, it was a home-grown initiative whose results disgusted not only the French, but also the occupiers. This book offers a new explanation for the failure of the Riom Trial: that it was the result of ideas about the law that were deeply imbedded in the culture of the regime's supporters. They genuinely believed that their opponents had been playing politics with the nation's interests, whereas their own concerns were apolitical. The ultimate lesson of the Riom Trial is that the abnegation of politics can produce results almost as bad as a deliberate commitment to stamping out the beliefs of others. Today, politicians on both sides of the political spectrum denounce excessive polarization as the cause of political gridlock; but this may simply be what real democracy looks like when it seeks to express the wishes of a divided people.