From January to April 2000 historian David Irving brought a high-profile libel case against Penguin Books and Deborah Lipstadt in the British High Court, charging that Lipstadt's book, Denying the Holocaust (1993), falsely labeled him a Holocaust denier. The question about the evidence for Auschwitz as a death camp played a central role in these proceedings. Irving had based his alleged denial of the Holocaust in part on a 1988 report by an American execution specialist, Fred Leuchter, which claimed that there was no evidence for homicidal gas chambers in Auschwitz. In connection with their defense, Penguin and Lipstadt engaged architectural historian Robert Jan van Pelt to present evidence for our knowledge that Auschwitz had been an extermination camp where up to one million Jews were killed, mainly in gas chambers. Employing painstaking historical scholarship, van Pelt prepared and submitted an exhaustive forensic report that he successfully defended in cross-examination in court.

In Central Europe, limited success in revisiting the role of science in the segregation of Roma reverberates with the yet-unmet call for contextualizing the impact of ideas on everyday racism. This book attempts to interpret such a gap as a case of epistemic injustice. It underscores the historical role of ideas in race-making and provides analytical lenses for exploring cross-border transfers of whiteness in Central Europe. In the case of Roma, the scientific argument in favor of segregation continues to play an outstanding role due to a long-term focus on the limited educability of Roma. The authors trace the long-term interrelation between racializing Roma and the adaptation by Central European scholars of theories legitimizing segregation against those considered non-white, conceived as unable to become educated or "civilized." Along with legitimizing segregation, sterilization and even extermination, theorizing ineducability has laid the groundwork for negating the capacity of Roma as subjects of knowledge. Such negation has hindered practices of identity and quite literally prevented Roma in Central Europe from becoming who they are. This systematic epistemic injustice still echoes in contemporary attempts to historicize Roma in Central Europe. The authors critically investigate contemporary approaches to historicize Roma as reproducing whiteness and inevitably leading to various forms of epistemic injustice. The methodological approach herein conceptualizes critical whiteness as a practice of epistemic justice targeted at providing a sustainable platform for reflecting upon the impact of the past on the contemporary situation of Roma.

The year 2016 marked the twenty-fifth anniversary of statutory teaching and learning about the Holocaust in English state-maintained schools, which was introduced with the first English National Curriculum in 1991. The year 2016 also saw the publication of the largest empirical research study on Holocaust education outcomes - the UCL Centre for Holocaust Education's What Do Students Know and Understand About the Holocaust? This book presents a systematic reflection on the outcomes of this quarter-century of Holocaust education in England and the Centre's wider work to reflect on the forms and the limitations of children's knowledge about the Holocaust and of English Holocaust education resources. These papers are then contextualised in two ways: through papers that situate English Holocaust education historiographically and in England's wider Holocaust culture; and through papers from America, Switzerland, and Germany that place the UCL Centre for Holocaust Education's findings in a wider and comparative perspective. Overall, the book presents unique empirical insights into teaching and learning processes and outcomes in Holocaust education and enables these to be theorised and explored systematically. The chapters in this book were originally published as a special issue of Holocaust Studies: A Journal of Culture and History.

Holocaust Narratives: Trauma, Memory and Identity Across Generations analyzes individual multi-generational frameworks of Holocaust trauma to answer one essential question: How do these narratives change to not only transmit the trauma of the Holocaust - and in the process add meaning to what is inherently an event that annihilates meaning - but also construct the trauma as a connector to a past that needs to be continued in the present? Meaningless or not, unspeakable or not, unknowable or not, the trauma, in all its impossibilities and intractabilities, spawns literary and scholarly engagement on a large scale. Narrative is the key connector that structures trauma for both individual and collective.

Over the last seventy years, memories and narratives of the Holocaust have played a significant role in constructing Jewish communities. The author explores one field where these narratives are disseminated: Holocaust pedagogy in Jewish schools in Melbourne and New York. Bringing together a diverse range of critical approaches, including memory studies, gender studies, diaspora theory, and settler colonial studies, Anxious Histories complicates the stories being told about the Holocaust in these Jewish schools and their broader communities. It demonstrates that an anxious thread runs throughout these historical narratives, as the pedagogy negotiates feelings of simultaneous belonging and not-belonging in the West and in Zionism. In locating that anxiety, the possibilities and the limitations of narrating histories of the Holocaust are opened up once again for analysis, critique, discussion, and development.

"Alfred Wetzler was a true hero. His escape from Auschwitz, and the report he helped compile, telling for the first time the truth about the camp as a place of mass murder, led directly to saving the lives of 120,000 Jews: the Jews of Budapest who were about to be deported to their deaths. No other single act in the Second World War saved so many Jews from the fate that Hitler and the SS had determined for them. This book tells Wetzler's story." . Sir Martin Gilbert "Wetzler is a master at evoking the universe of Auschwitz, and especially, his and Vrba's harrowing flight to Slovakia. The day-by-day account of the tremendous difficulties the pair faced after the Nazis had called off their search of the camp and its surroundings is both riveting and heart wrenching. ...] Shining vibrantly through the pages of the memoir are the tenacity and valor of two young men, who sought to inform the world about the greatest outrage ever committed by humans against their fellow humans." . From Introduction by Dr Robert Rozett] Together with another young Slovak Jew, both of them deported in 1942, the author succeeded in escaping from the notorious death camp in the spring of 1944. There were some very few successful escapes from Auschwitz during the war, but it was these two who smuggled out the damning evidence - a ground plan of the camp, constructional details of the gas chambers and crematoriums and, most convincingly, a label from a canister of Cyclone gas. The present book is cast in the form of a novel to allow factual information not personally collected by the two fugitives, but provided for them by a handful of reliable friends, to be included. Nothing, however, has been invented. It is a shocking account of Nazi genocide and of the inhuman conditions in the camp, but equally shocking is the initial disbelief the fugitive's revelations met with after their return. Ewald Osers has translated over 150 books and received many translation prizes and honours.

Her beauty saved her life - and condemned her. In 1942 Cilka Klein is just sixteen years old when she is taken to Auschwitz-Birkenau Concentration Camp. The Commandant at Birkenau, Schwarzhuber, notices her long beautiful hair, and forces her separation from the other women prisoners. Cilka learns quickly that power, even unwillingly given, equals survival. After liberation, Cilka is charged as a collaborator by the Russians and sent to a desolate, brutal prison camp in Siberia known as Vorkuta, inside the Arctic Circle. Innocent, imprisoned once again, Cilka faces challenges both new and horribly familiar, each day a battle for survival. Cilka befriends a woman doctor, and learns to nurse the ill in the camp, struggling to care for them under unimaginable conditions. And when she tends to a man called Alexandr, Cilka finds that despite everything, there is room in her heart for love. Based on what is known of Cilka Klein's time in Auschwitz, and on the experience of women in Siberian prison camps, Cilka's Journey is the breathtaking sequel to The Tattooist of Auschwitz. A powerful testament to the triumph of the human will, this novel will move you to tears, but it will also leave you astonished and uplifted by one woman's fierce determination to survive, against all odds. 'She was the bravest person I ever met' Lale Sokolov, The Tattooist of Auschwitz

Set within the context of the political and ideological developments of the time, History vs. Apologetics examines the role played by the Catholic Church in the rise and consolidation of the Third Reich and in particular with regard to the Nazi persecution of the Jews. Distanced in the beginning, the Catholic Church and the Nazi party drew closer as Hitler's popularity increased. At the ratification of the Concordat in Rome, a commitment not to interfere with the Nazis' "Final Solution" to the "Jewish Question" was traded for a verbal promise from Berlin to exclude the baptized converts. While the Nazi government violated the Concordat at every turn, the Church kept zealously its promise. Pope Pius XII never mentioned the persecuted Jews by name and denied any knowledge of the annihilation of the Jews. Even after the war, Pius XII refused to condemn anti-Semitism and Germany's role in the Holocaust. Instead, the Vatican engaged in the protection of genocide perpetrators and assisted in their mass escape. David Cymet's comprehensive critical analysis of the polemical literature on the topic makes it possible to separate legitimate history from apologetic allegations and misrepresentations, bringing to light key elements of Church policy that is intentionally misinterpreted by apologists. By surveying the Church's policy from just before the rise of Nazism to the present, Cymet demonstrates how the Nazis were able to turn the Catholic Church into their ally in their war against the Jews.

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.

The mass killings in Rwanda in 1994 shocked the world but the international response was ineffective. The end of the Cold War had created a moral climate supportive of humanitarian intervention and enforcement of the Genocide Convention, but it had not produced adequate legal and structural mechanisms to carry out such action. The book examines the failures of the United Nations, the Organization of African Unity, regional states and major world powers either to prevent or terminate the genocide and draws lessons for intervention in future.

Patrick Henry, working with more than one thousand unpublished autobiographical pages written by key rescuers and with documents, letters, and interviews never before available, reconsiders the Holocaust rescue of Jews on the plateau of Vivarais-Lignon between the years 1939 and 1944. Henry carefully examines the general research of the last quarter century on rescue in that area of France, illuminating in detail the strengths and weaknesses of Philip Hallie's groundbreaking study Lest Innocent Blood Be Shed (1979) as they appear sixty years after the end of World War II. In highlighting the involvement of Catholics, Protestants, and Jews in the rescue mission, the book looks closely at the lives and work of two rescuers on the plateau: a young Protestant man, Daniel Trocme, and a Jewish mother of three, Madeleine Dreyfus, both of whom were arrested and deported. Daniel died in the gas chamber at Maidanek; Madeleine survived Bergen-Belsen. Madeleine provides an example of a Jewish rescuer of Jews and raises the issues of so-called Jewish passivity during the Holocaust. Also analyzed is Albert Camus' chronicle, La Peste, written in large part during the fifteen months he spent in a hamlet just outside the village of Le Chambon-sur-Lignon from August 1942 until late 1943. As an allegorical mirror, the text reflects both the violent and non-violent resistance taking place when and where Camus composed his narrative. Finally, Henry brings together his own findings and those of others who have studied the rescuers throughout Europe in order to understand rescuer motivation and to show incontrovertibly why it is important not only to know about the victims and perpetrators of the Nazi genocide but to study and teach more widely about the rescuers of Jews during the Holocaust.

This book analyses the portrayals of the Holocaust in newspaper cartoons, educational pamphlets, short stories and graphic novels. Focusing on recognised and lesser-known illustrators from Europe and beyond, the volume looks at autobiographical and fictional accounts and seeks to paint a broader picture of Holocaust comic strips from the 1940s to the present. The book shows that the genre is a capacious one, not only dealing with the killing of millions of Jews but also with Jewish lives in war-torn Europe, the personal and transgenerational memory of the Second World War and the wider national and transnational legacies of the Shoah. The chapters in this collection point to the aesthetic diversity of the genre which uses figurative and allegorical representation, as well as applying different stylistics, from realism to fantasy. Finally, the contributions to this volume show new developments in comic books and graphic novels on the Holocaust, including the rise of alternative publications, aimed at the adult reader, and the emergence of state-funded educational comics written with young readers in mind. This book was originally published as a special issue of the Journal of Modern Jewish Studies.

This book follows Chagall's life through his art and his understanding of the role of the artist as a political being. It takes the reader through the different milieus of the nineteenth and twentieth centuries - including the World Wars and the Holocaust - to present a unique understanding of Chagall's artistic vision of peace in an age of extremes. At a time when all identities are being subsumed into a "national" identity, this book makes the case for a larger understanding of art as a way of transcending materiality. The volume explores how Platonic notions of truth, goodness, and beauty are linked and mutually illuminating in Chagall's work. A "spiritual-humanist" interpretation of his life and work renders Chagall's opus more transparent and accessible to the general reader. It will be essential reading for students of art and art history, political philosophy, political science, and peace studies.

Israeli youth voyages to Poland are one of the most popular and influential forms of transmission of Holocaust memory in Israeli society. Through intensive participant observation, group discussions, student diaries, and questionnaires, the author demonstrates how the State shapes Poland into a living deathscape of Diaspora Jewry. In the course of the voyage, students undergo a rite de passage, in which they are transformed into victims, victorious survivors, and finally witnesses of the witnesses. By viewing, touching, and smelling Holocaust-period ruins and remains, by accompanying the survivors on the sites of their suffering and survival, crying together and performing commemorative ceremonies at the death sites, students from a wide variety of family backgrounds become carriers of Shoah memory. They come to see the State and its defense as the romanticized answer to the Shoah. These voyages are a bureaucratic response to uncertainty and fluidity of identity in an increasingly globalized and fragmented society. This study adds a measured and compassionate ethical voice to ideological debates surrounding educational and cultural forms of encountering the past in contemporary Israel, and raises further questions about the representation of the Holocaust after the demise of the last living witnesses.

Jackie Feldman lectures in Social Anthropology at Ben Gurion University, Beersheba, Israel. His areas of interest are anthropology of religion, collective memory, pilgrimage, and tourism. He has published on Holocaust memory and pilgrimages to the Second Temple and worked as a tour guide for Christian pilgrims to the Holy Land.

The growing field of Holocaust studies confronts a world wracked by antisemitism, immigration and refugee crises, human rights abuses, mass atrocity crimes, threats of nuclear war, the COVID-19 (coronavirus disease 2019) pandemic, and environmental degradation. What does it mean to advance Holocaust studies-what are learning and teaching about the Holocaust for-in such dire straits? Vast resources support study and memorialization of the Holocaust. What assumptions govern that investment? What are its major successes and failures, challenges and prospects? Across thirteen chapters, Advancing Holocaust Studies shows how leading scholars grapple with those tough questions.

The growing field of Holocaust studies confronts a world wracked by antisemitism, immigration and refugee crises, human rights abuses, mass atrocity crimes, threats of nuclear war, the COVID-19 (coronavirus disease 2019) pandemic, and environmental degradation. What does it mean to advance Holocaust studies-what are learning and teaching about the Holocaust for-in such dire straits? Vast resources support study and memorialization of the Holocaust. What assumptions govern that investment? What are its major successes and failures, challenges and prospects? Across thirteen chapters, Advancing Holocaust Studies shows how leading scholars grapple with those tough questions.

The Palgrave Handbook of Holocaust Literature and Culture reflects current approaches to Holocaust literature that open up future thinking on Holocaust representation. The chapters consider diverse generational perspectives-survivor writing, second and third generation-and genres-memoirs, poetry, novels, graphic narratives, films, video-testimonies, and other forms of literary and cultural expression. In turn, these perspectives create interactions among generations, genres, temporalities, and cultural contexts. The volume also participates in the ongoing project of responding to and talking through moments of rupture and incompletion that represent an opportunity to contribute to the making of meaning through the continuation of narratives of the past. As such, the chapters in this volume pose options for reading Holocaust texts, offering openings for further discussion and exploration. The inquiring body of interpretive scholarship responding to the Shoah becomes itself a story, a narrative that materially extends our inquiry into that history.

During the last few decades there has been a growing recognition of the great role that remembering and collective memory play in forming the historical awareness. In addition, the dominant national form of history writing also met some challenges on the side of a transnational approach to the past. In A Nation Divided by History and Memory, a prominent Hungarian historian sheds light on how Hungary's historical image has become split as a consequence of the differences between the historian's conceptualisation of national history and its diverse representations in personal and collective memory. The book focuses on the shocking experiences and the intense memorial reactions generated by a few key historical events and the way in which they have been interpreted by the historical scholarship. The argument of A Nation Divided by History and Memory is placed into the context of an international historical discourse. This pioneering work is essential and enlightening reading for all historians, many sociologists, political scientists, social psychologists and university students.

For many years, histories of the Holocaust focused on its perpetrators, and only recently have more scholars begun to consider in detail the experiences of victims and survivors, as well as the documents they left behind. This volume contains new research from internationally established scholars. It provides an introduction to and overview of Jewish narratives of the Holocaust. The essays include new considerations of sources ranging from diaries and oral testimony to the hidden Oyneg Shabbes archive of the Warsaw Ghetto; arguments regarding Jewish narratives and how they fit into the larger fields of Holocaust and Genocide studies; and new assessments of Jewish responses to mass murder ranging from ghetto leadership to resistance and memory.

Enacting History is a practical guide for educators that provides methodologies and resources for teaching the Holocaust through a variety of theatrical means, including scripted texts, verbatim testimony, devised theater techniques and process-oriented creative exercises. A close collaboration with the USC Shoah Foundation I Witness program and the National Jewish Theater Foundation Holocaust Theater International Initiative at the University of Miami Miller Center for Contemporary Judaic Studies resulted in the ground-breaking work within this volume. The material facilitates teaching the Holocaust in a way that directly connects students to individual people and historical events through the art of theater. Each section is designed to help middle and high school educators meet curricular goals, objectives and standards and to integrate other educational disciplines based upon best practices. Students will gain both intellectual and emotional understanding by speaking the words of survivors, as well as young characters in scripted scenes, and developing their own performances based on historical primary sources. This book is an innovative and invaluable resource for teachers and students of the Holocaust; it is an exemplary account of how the power of theater can be harnessed within the classroom setting to encourage a deeper understanding of this defining event in history.

Enacting History is a practical guide for educators that provides methodologies and resources for teaching the Holocaust through a variety of theatrical means, including scripted texts, verbatim testimony, devised theater techniques and process-oriented creative exercises. A close collaboration with the USC Shoah Foundation I Witness program and the National Jewish Theater Foundation Holocaust Theater International Initiative at the University of Miami Miller Center for Contemporary Judaic Studies resulted in the ground-breaking work within this volume. The material facilitates teaching the Holocaust in a way that directly connects students to individual people and historical events through the art of theater. Each section is designed to help middle and high school educators meet curricular goals, objectives and standards and to integrate other educational disciplines based upon best practices. Students will gain both intellectual and emotional understanding by speaking the words of survivors, as well as young characters in scripted scenes, and developing their own performances based on historical primary sources. This book is an innovative and invaluable resource for teachers and students of the Holocaust; it is an exemplary account of how the power of theater can be harnessed within the classroom setting to encourage a deeper understanding of this defining event in history.

A widely celebrated intellectual historian of twentieth-century Europe, Anson Rabinbach is one of the most important scholars of National Socialism working over the last forty years. This volume collects, for the first time, his pathbreaking work on Nazi culture, antifascism, and the after-effects of Nazism on postwar German and European culture. Historically detailed and theoretically sophisticated, his essays span the aesthetics of production, messianic and popular claims, the ethos that Nazism demanded of its adherents, the brilliant and sometimes successful efforts of antifascist intellectuals to counter Hitler's rise, the most significant concepts to emerge out of the 1930s and 1940s for understanding European authoritarianism, the major controversies around Nazism that took place after the regime's demise, the philosophical claims of postwar philosophers, sociologists and psychoanalysts-from Theodor Adorno to Hannah Arendt and from Alexander Kluge to Klaus Theweleit-and the role of Auschwitz in European history.

Despite Adorno's famous dictum, the memory of the Shoah features prominently in the cultural legacy of the 20th century and beyond. It has led to a proliferation of works of representation and re-memorialization which have brought in their wake concerns about a 'holocaust industry' and banalization. This volume sheds fresh light on some of the issues, such as the question of silence and denial, of the formation of contemporary identities - German, East European, Jewish or Israeli, the consequences of the legacy of the Shoah for survivors and for the 'second generation,' and the political, ideological, and professional implications of Shoah historiography. One of the conclusions to be drawn from this volume is that the 'Auschwitz code,' invoked in relation to all 'unspeakable' catastrophes, has impoverished our vocabulary; it does not help us remember the Shoah and its victims, but rather erases that memory.

" ...] reflects impeccable, painstaking research through an impressive array of sources." . Central European History ..". provides the first substantial comparative analysis of the undertakings of political and economic planners, highlighting the conformity and conflicts between them." . H-Genocide "Kay illuminates these issues through clear, insightful analysis, and through a crisp writing style, at times emotive and darkly (yet never inappropriately) humorous. ...] The book is a valuable addition to the literature, pointing the way to further research into such issues as the degree of knowledge which the German civil service as a whole possessed of the plans, and the degree of opposition - or lack thereof - with which they greeted the plans. As an all-too-rare English-language addition to the literature on this particular aspect of Germany's war in the east, it deserves attention from specialists and students alike." . War in History "Based on meticulous research...this book is an excellent and well-written addition to the historiography about Nazi planning for mass murder." . European History Quarterly "Kay's painstaking exploration of the planning behind the subsequent 'organized chaos' goes far to enhance our understanding of Nazi intentions vis-a-vis the population of the occupied Soviet Union." Holocaust and Genocide Studies "This is an original, richly detailed, and on the whole readable work. There is more in it than a short review can cover. Although relatively specialised, it has a clear importance. The true originality of Kay's work lies in reinterpretation as well as in archival evidence, but readers must work this out for themselves." American Historical Review ..". a] thoroughly researched work ... The foundations of the German Vernichtungskrieg are clearly shown in this book, which corrects and clarifies its chronological development by assembling little known facts into a sound study of Nazi planning...For a long time to come, historians will have no need to focus special interest on these aspects of Nazi history, as they now can be perused in this book." H-German "Kay solidly identifies the significant parameters of the starvation policy... He] traces this exploitation, population and starvation policy of mass murder more closely and analyses the actions of those protagonists planning the policy more intensively than analyses hitherto available. It is written in a composed, factual style without unnecessary redundancy and in a very readable way." Archiv fur Sozialgeschichte Convinced before the onset of Operation "Barbarossa" in June 1941 of both the ease, with which the Red Army would be defeated and the likelihood that the Soviet Union would collapse, the Nazi regime envisaged a radical and far-reaching occupation policy which would result in the political, economic and racial reorganization of the occupied Soviet territories and bring about the deaths of 'x million people' through a conscious policy of starvation. This study traces the step-by-step development of high-level planning for the occupation policy in the Soviet territories over a twelve-month period and establishes the extent to which the various political and economic plans were compatible.