DOCSLIB.ORG

Love Between Women in the Narrative of the Holocaust

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Love Between Women in the Narrative of the Holocaust University of South Carolina Scholar Commons Theses and Dissertations 2015 Unacknowledged Victims: Love between Women in the Narrative of the Holocaust. An Analysis of Memoirs, Novels, Film and Public Memorials Isabel Meusen University of South Carolina - Columbia Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Comparative Literature Commons Recommended Citation Meusen, I.(2015). Unacknowledged Victims: Love between Women in the Narrative of the Holocaust. An Analysis of Memoirs, Novels, Film and Public Memorials. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/3082 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Unacknowledged Victims: Love between Women in the Narrative of the Holocaust. An Analysis of Memoirs, Novels, Film and Public Memorials by Isabel Meusen Bachelor of Arts Ruhr-Universität Bochum, 2007 Master of Arts Ruhr-Universität Bochum, 2011 Master of Arts University of South Carolina, 2011 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in Comparative Literature College of Arts and Sciences University of South Carolina 2015 Accepted by: Agnes Mueller, Major Professor Yvonne Ivory, Committee Member Federica Clementi, Committee Member Laura Woliver, Committee Member Lacy Ford, Vice Provost and Dean of Graduate Studies © Copyright by Isabel Meusen, 2015 All Rights reserved. ii Dedication Without Megan M. Howard this dissertation wouldn’t have made it out of the petri dish. Words will never be enough to express how I feel. Thank you for the love, care and compassion you showed me. And above all – for always being you… (Because perfect is boring!). “Happiness can be found, even in the darkest of times, if one only remembers to turn on the light.” (Harry Potter and the Prisoner of Azkaban) iii Acknowledgments I would like to thank first and foremost my dissertation committee for their willingness to work with me and support my research: Agnes Mueller for her candid feedback; Yvonne Ivory for smoothing out rough edges; Federica Clementi for the enthusiasm for my project; and Laura Woliver for her willingness to help out. I’m thankful for the generous support and funding provided by the Department of Literatures, Languages, & Cultures at USC. Travel Grants and the Carroll T. and Edward B. Cantey Jr. Bicentennial Fellowship in Liberal Arts allowed me to conduct research in Germany in 2014. In Germany the staff of Ravensbrück concentration camp, the Jugendlager Uckermarck, at the Frauenforschungs-, Bildungs- und Informationszentrum e.V. Berlin (FFBIZ) and at ausZeiten e.V. Bochum provided invaluable help. Rita Kronauer and Elmas Pehlivan at ausZeiten e.V. Bochum deserve special mention – and thanks! – for patiently answering my many questions, gathering information, and providing me with contacts at other archives (and for an endless supply of tea and cookies!). Much of what I could draw on later in my writing would have been impossible without them. Apart from the academic support I received I am immensely grateful for the many people who cared, listened, worried and believed in me when times were rough. Without the help of some very special people I wouldn’t have made it this far. Megan Howard, Eric Williams, Mary Hicks, Deborah Zippel, Maggie Johnson, Henning & Angela Liese, Karin Tonkin: THANK YOU! iv Last but not least thank you to my parents for their support – after 25 years in school I’m finally graduating! And finally, though they can't possibly know how much of a help they have been, thank you to my four-legged friends Socrates and Luke Skywalker, who were loving companions and forcefully reminded me regularly that playing and cat cuddling are just as important as writing. v Abstract This dissertation combines cultural theory and gender theory with literary criticism to evaluate the treatment of lesbians during the Holocaust and in narratives about the Holocaust. Responding to the kissing-scene controversy of the Berlin memorial for the homosexual victims of the Holocaust I claim that lesbian women’s experience of suffering is downplayed and disappears under the umbrella term ‘homosexuals.’ Employing a critical historical conceptualization of “lesbian love,” I consider examples from Claudia Schoppmann’s Days of Masquerade and Verbotene Verhältnisse as well as the personal estate of political activist Hilde Radusch to trace the personal view lesbians have of themselves. Shifting focus onto lesbian suffering in Erica Fischer’s Aimée & Jaguar and Alexandra von Grote’s Novembermond, I specifically argue that narratives with lesbian love stories set during the Holocaust only work in the context of one partner being Jewish. Religious persecution and discrimination based on sexual identity are conflated to overshadow each other: a reading as either Jewish or lesbian suffering is rejected in favor of the novelty of a lesbian love story. Employing critical conceptualizations of “identity” and “memory” I further develop the idea of what the representation or misrepresentation of lesbian persecution during the Holocaust means for a shared identity and collective memory of a German lesbian community today. vi Table of Contents Dedication .................................................................................................... iii Acknowledgments ........................................................................................ iv Abstract ........................................................................................................ vi List of Figures .............................................................................................. ix List of Abbreviations .................................................................................... x Introduction .................................................................................................. 1 Chapter 1 – Terminology ............................................................................. 9 1.1 Discrimination versus Persecution .......................................... 9 1.2 Lesbian, Tribade, or Female Friend? ................................... 22 1.3 Nazis' Sexual Policy and their Perception of Women ......... 39 1.4 Lesbian Victims ...................................................................... 45 Chapter 2 – Memory, Identity, Trauma and History ............................. 53 2.1 Memory and History .............................................................. 55 2.2 Memory and Trauma ............................................................. 59 2.3 Memory and Identity ............................................................. 66 vii Chapter 3 – Lesbian Persecution in Historical Representations ........... 76 3.1 Hilde Radusch ......................................................................... 78 3.2 Aimée & Jaguar ...................................................................... 85 3.3 Days of Masquerade ............................................................... 95 Chapter 4 – Lesbian Persecution in Fictional Representations ........... 100 4.1 Verbotene Verhältnisse ........................................................ 101 4.2 Aimée & Jaguar: ................................................................... 114 4.3 Novembermond ..................................................................... 128 Chapter 5 – Memorials ............................................................................ 139 5.1 Cologne Pink Triangle Memorial ........................................ 140 5.2 Frankfurt’s Angel ................................................................. 147 5.3 Berlin’s ‘Homomonument’ .................................................. 151 Chapter 6 – Conclusion ............................................................................ 160 Works Cited: ............................................................................................. 166 viii List of Figures Figure 1.1. The ‘pure Aryan’ Family, 1939….………………………………………17 Figure 1.2. The Aryan Family.……………………………………………………….18 Figure 2.1. Willy Brandt……………………..……………………………………….62 Figure 3.1. Hilde Radusch Memorial………..……………………………………….78 Figure 3.2. H. Radusch “Words”…………….……………………………………….85 Figure 4.1. Férial & November……………...……………………………………...137 Figure 5.1. Cologne Pink Triangle…………..……………………………………...142 Figure 5.2. Frankfurter Angel..……………………………………………………...151 Figure 5.3. ‘Homomomument’……………………………………………………...154 ix List of Abbreviations Gestapo…………………………………………………………………Secret State Police HJ.………..……………………………………………………………………Hitler Youth KPD.…….………………………………………………………German Communist Party NS………..………………………………………………………………National Socialist NSDAP…………………………………………National Socialist German Workers Party SPD……...…………………………………………………………German Socialist Party x Introduction Thoughts about the representation of homosexual victims of the Nazi regime through memorials were the starting point of the initial project from which this dissertation derived. More specifically, this project was sparked by the debates about a kiss and the words that should be engraved on the Memorial to Homosexuals Persecuted under Nazism in Berlin, Germany. The criteria outlined by the German Bundestag showed a three-fold goal that the monument was supposed to achieve. First, it was directed at the past to memorialize homosexual victims of the Nazi
Load more

Recommended publications
  • Compulsory Sterilization, Euthanasia, and Propaganda: the Nazi Experience
    COMPULSORY STERILIZATION, EUTHANASIA, AND PROPAGANDA: THE NAZI EXPERIENCE Jay LaMonica I. COMPULSORY STERILIZATION, 1933-1939 When Adolf Hitler took power in Germany, one of his top priorities was to purify the race and to build the genetically pure Aryan man. It was an objective he had discussed in his early manifesto, Mein Kampf. One of the first major laws passed by the Nazi regime in 1934 was the forced sterilization program of those with hereditary illnesses. This program was intended to develop eventually into a full-scale program of euthanasia for those judged “unworthy of life,” especially the mentally and physically disabled. To prepare public opinion in greater Germany, a systematic and widespread propaganda campaign was put into effect to provide the scientific and political rationale for these proposals and to build support among the public at large. The Nazi propaganda program took advantage of a well-developed German film industry that was already being retooled as an instrument of the state in order to maintain and expand backing for the regime. The general pattern of slick, well-produced films utilized repetition of misleading and erroneous scientific information and statistics, coupled with powerful emotional images that confirmed pre-existing prejudices and stereotypes. These techniques were particularly effective when applied to the forced sterilization program and to the euthanasia program that would follow when public opinion was sufficiently prepared. These techniques were also used to inform and indoctrinate those personally involved in carrying out the initiatives and to help maintain their level of commitment. The scientific and medical communities that would implement these programs were already well-disposed to accept their theoretical underpin- nings.
    [Show full text]
  • Female Nazi Perpetrators Kara Mercure Female Nazi Perpetrators
    Undergraduate Research Journal Volume 19 Article 13 2015 Female Nazi Perpetrators Kara Mercure Female Nazi Perpetrators Follow this and additional works at: https://openspaces.unk.edu/undergraduate-research-journal Part of the European History Commons, and the History of Gender Commons Recommended Citation Mercure, Kara (2015) "Female Nazi Perpetrators," Undergraduate Research Journal: Vol. 19 , Article 13. Available at: https://openspaces.unk.edu/undergraduate-research-journal/vol19/iss1/13 This Article is brought to you for free and open access by the Office of Undergraduate Research & Creative Activity at OpenSPACES@UNK: Scholarship, Preservation, and Creative Endeavors. It has been accepted for inclusion in Undergraduate Research Journal by an authorized editor of OpenSPACES@UNK: Scholarship, Preservation, and Creative Endeavors. For more information, please contact [email protected]. Female Nazi Perpetrators Kara Mercure Nazi women perpetrators have evolved in literary works as they have become more known to scholars in the last 15 years. However, public knowledge of women’s involvement in the regime is seemingly unfamiliar. Curiosity in the topic of women’s motivation as perpetrators of genocide and war crimes has developed in contrast to a stereotypical perception of women’s gender roles to be more domesticated. Much literature has been devoted to explaining Nazi ideology and how women fit into the system. Claudia Koonz’s, Mother’s in the Fatherland, demonstrates the involvement of women in support of National Socialism. The book focuses on women in support of the regime and how they supported the regime through domestic means. Robert G. Moeller’s, The Nazi State and German Society, also examines how women were drawn to National Socialism and how their ideals progressed through the regime.
    [Show full text]
  • What Do Students Know and Understand About the Holocaust? Evidence from English Secondary Schools
    CENTRE FOR HOLOCAUST EDUCATION What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster, Alice Pettigrew, Andy Pearce, Rebecca Hale Centre for Holocaust Education Centre Adrian Burgess, Paul Salmons, Ruth-Anne Lenga Centre for Holocaust Education What do students know and understand about the Holocaust? What do students know and understand about the Holocaust? Evidence from English secondary schools Cover image: Photo by Olivia Hemingway, 2014 What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster Alice Pettigrew Andy Pearce Rebecca Hale Adrian Burgess Paul Salmons Ruth-Anne Lenga ISBN: 978-0-9933711-0-3 [email protected] British Library Cataloguing-in-Publication Data A CIP record is available from the British Library All rights reserved. Except for the quotation of short passages for the purposes of criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permissions of the publisher. iii Contents About the UCL Centre for Holocaust Education iv Acknowledgements and authorship iv Glossary v Foreword by Sir Peter Bazalgette vi Foreword by Professor Yehuda Bauer viii Executive summary 1 Part I Introductions 5 1. Introduction 7 2. Methodology 23 Part II Conceptions and encounters 35 3. Collective conceptions of the Holocaust 37 4. Encountering representations of the Holocaust in classrooms and beyond 71 Part III Historical knowledge and understanding of the Holocaust 99 Preface 101 5. Who were the victims? 105 6.
    [Show full text]
  • 1 Lgbtgaily Tours & Excursions
    LGBT 1 OurOur Tour. YourLGBT Pride. Philosophy We have designed a new product line for a desire to be part of the colorful battle for human LGBT publicum, offering more than a simple pride with friends from all over the world, Iwe travel! If you are looking for a special itinerary have the perfect solution for you. in Italy discovering beautiful landscapes and uncountable art and cultural wonders, or if you We want to help in creating a rainbow world. and now choose your LGBT experience... Follow us on: www.GailyTour.com @GailyTour @gailytour Largo C. Battisti, 26 | 39044 - Egna (BZ) - ITALY Tel. (+39) 0471 806600 - Fax (+39) 0471 806700 VAT NUMBER IT 01652670215 Our History & Mission Established in 1997 and privately owned, Last addition to the company’s umbrella is the providing competitive travel services. Ignas Tour has been making a difference to office in Slovakia opened in 2014, consolidating Trust, reliability, financial stability, passion and our client’s group traveling experiences for two Ignas Tour's presence in the Eastern European attention to details are key aspects Ignas Tour decades. market and expanding and diversifying even is known for. In 1999 opening of a sister company in more the product line. The company prides itself on a long-term vision Hungary, adding a new destination to the Ignas Tour maintains an uncompromising and strategy and keeps in sync with the latest company’s portfolio. Since 2001 IGNAS TOUR commitment to offer the highest standards market trends in order to develop new products is also part of TUI Travel plc.
    [Show full text]
  • Study Guide for Band of Brothers – Episode 9: Why We Fight
    Study Guide for Band of Brothers – Episode 9: Why We Fight INTRO: Band of Brothers is a ten-part video series dramatizing the history of one company of American paratroopers in World War Two—E Company, 506th Regiment, 101st Airborne, known as “Easy Company.” Although the company’s first experience in real combat did not come until June 1944 ( D-Day), this exemplary group fought in some of the war’s most harrowing battles. Band of Brothers depicts not only the heroism of their exploits but also the extraordinary bond among men formed in the crucible of war. In the ninth episode, Easy Company finally enters Germany in April 1945, finding very little resistance as they proceed. There they are impressed by the industriousness of the defeated locals and gain respect for their humanity. But the G.I.s are then confronted with the horror of an abandoned Nazi concentration camp in the woods, which the locals claim not to have known anything about. Here the story of Easy Company is connected with the broader narrative of the war—the ideology of the Third Reich and Hitler’s plan to exterminate the Jews. CURRICULUM LINKS: Band of Brothers can be used in history classes. NOTE TO EDUCATORS: Band of Brothers is appropriate as a supplement to units on World War Two, not as a substitute for material providing a more general explanation of the war’s causes, effects, and greater historical significance. As with war itself, it contains graphic violence and language; it is not for the squeamish. Mature senior high school students, however, will find in it a powerful evocation of the challenges of war and the experience of U.S.
    [Show full text]
  • Pioneer's Big Lie
    COMMENTARIES PIONEER'S BIG LIE Paul A. Lombardo* In this they proceeded on the sound principle that the magnitude of a lie always contains a certain factor of credibility, since the great masses of the people in the very bottom of their hearts tend to be corrupted rather than consciously and purposely evil, and that, therefore, in view of the primitive simplicity of their minds, they more easily fall a victim to a big lie than to a little one, since they themselves lie in little things, but would be ashamed of lies that were too big. Adolf Hitler, Mein Kampf' In the spring of 2002, I published an article entitled "The American Breed" Nazi Eugenics and the Origins of the Pioneer Fund as part of a symposium edition of the Albany Law Review.2 My objective was to present "a detailed analysis of the.., origins of the Pioneer Fund"3 and to show the connections between Nazi eugenics and one branch of the American eugenics movement that I described as purveying "a malevolent brand of biological determinism."4 I collected published evidence on the Pioneer Fund's history and supplemented it with material from several archival collections-focusing particularly on letters and other documents that explained the relationship between Pioneer's first President, 'Paul A. Lombardo, Ph.D., J.D., Director, Program in Law and Medicine, University of Virginia Center for Bioethics. I ADOLF HITLER, MEIN KAMPF 231 (Ralph Manheim trans., Houghton Mifflin Co. 1971) (1925). 2 Paul A. Lombardo, "The American Breed" Nazi Eugenics and the Origins of the Pioneer Fund, 65 ALB.
    [Show full text]
  • Redalyc.PERIODISMO Y MEMORIA DE LAS VÍCTIMAS DE LA SHOAH
    Razón y Palabra ISSN: 1605-4806 [email protected] Instituto Tecnológico y de Estudios Superiores de Monterrey México Schryver Kurtz, Adriana PERIODISMO Y MEMORIA DE LAS VÍCTIMAS DE LA SHOAH Razón y Palabra, vol. 14, núm. 70, noviembre-enero, 2009, pp. 1-15 Instituto Tecnológico y de Estudios Superiores de Monterrey Estado de México, México Disponible en: http://www.redalyc.org/articulo.oa?id=199520478032 Cómo citar el artículo Número completo Sistema de Información Científica Más información del artículo Red de Revistas Científicas de América Latina, el Caribe, España y Portugal Página de la revista en redalyc.org Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto RAZÓN Y PALABRA Primera Revista Electrónica en América Latina Especializada en Comunicación www.razonypalabra.org.mx PERIODISMO Y MEMORIA DE LAS VÍCTIMAS DE LA SHOAH Adriana Schryver Kurtz 1 RESUMEN Irónicamente, el periodismo, como parte noble del aparato mediático de la sociedad de consumo contemporánea, hoy representa una perspectiva real de rescate de la memoria de las vidas devastadas por la Shoah, uno de los eventos históricos más aterradores del siglo y que Theodor Adorno nombró, con pertinencia, de “La Era de las Catástrofes”. Acusada por Walter Benjamín de ser detonadora de la muerte de la narrativa, la prensa – a partir de una simple nota publicada el 22 de septiembre de 1981, en Der Tagesspiegel, vehículo de la República Federal Alemana – acabaría por develar las memorias aparentemente perdidas de la “judía” Felice Rahel Schragenheim, a través del valiente testimonio de la “aria” Elisabeth Wust, con quien viviría una tórrida historia de amor en 1943, bajo los efectos de la violencia política antisemita berlinesa, capital alemana del III Reich.
    [Show full text]
  • Nurses and Midwives in Nazi Germany
    Downloaded by [New York University] at 03:18 04 October 2016 Nurses and Midwives in Nazi Germany This book is about the ethics of nursing and midwifery, and how these were abrogated during the Nazi era. Nurses and midwives actively killed their patients, many of whom were disabled children and infants and patients with mental (and other) illnesses or intellectual disabilities. The book gives the facts as well as theoretical perspectives as a lens through which these crimes can be viewed. It also provides a way to teach this history to nursing and midwifery students, and, for the first time, explains the role of one of the world’s most historically prominent midwifery leaders in the Nazi crimes. Downloaded by [New York University] at 03:18 04 October 2016 Susan Benedict is Professor of Nursing, Director of Global Health, and Co- Director of the Campus-Wide Ethics Program at the University of Texas Health Science Center School of Nursing in Houston. Linda Shields is Professor of Nursing—Tropical Health at James Cook Uni- versity, Townsville, Queensland, and Honorary Professor, School of Medi- cine, The University of Queensland. Routledge Studies in Modern European History 1 Facing Fascism 9 The Russian Revolution of 1905 The Conservative Party and the Centenary Perspectives European dictators 1935–1940 Edited by Anthony Heywood and Nick Crowson Jonathan D. Smele 2 French Foreign and Defence 10 Weimar Cities Policy, 1918–1940 The Challenge of Urban The Decline and Fall of a Great Modernity in Germany Power John Bingham Edited by Robert Boyce 11 The Nazi Party and the German 3 Britain and the Problem of Foreign Office International Disarmament Hans-Adolf Jacobsen and Arthur 1919–1934 L.
    [Show full text]
  • The German Military and Hitler
    RESOURCES ON THE GERMAN MILITARY AND THE HOLOCAUST The German Military and Hitler Adolf Hitler addresses a rally of the Nazi paramilitary formation, the SA (Sturmabteilung), in 1933. By 1934, the SA had grown to nearly four million members, significantly outnumbering the 100,000 man professional army. US Holocaust Memorial Museum, courtesy of William O. McWorkman The military played an important role in Germany. It was closely identified with the essence of the nation and operated largely independent of civilian control or politics. With the 1919 Treaty of Versailles after World War I, the victorious powers attempted to undercut the basis for German militarism by imposing restrictions on the German armed forces, including limiting the army to 100,000 men, curtailing the navy, eliminating the air force, and abolishing the military training academies and the General Staff (the elite German military planning institution). On February 3, 1933, four days after being appointed chancellor, Adolf Hitler met with top military leaders to talk candidly about his plans to establish a dictatorship, rebuild the military, reclaim lost territories, and wage war. Although they shared many policy goals (including the cancellation of the Treaty of Versailles, the continued >> RESOURCES ON THE GERMAN MILITARY AND THE HOLOCAUST German Military Leadership and Hitler (continued) expansion of the German armed forces, and the destruction of the perceived communist threat both at home and abroad), many among the military leadership did not fully trust Hitler because of his radicalism and populism. In the following years, however, Hitler gradually established full authority over the military. For example, the 1934 purge of the Nazi Party paramilitary formation, the SA (Sturmabteilung), helped solidify the military’s position in the Third Reich and win the support of its leaders.
    [Show full text]
  • Wessen Denkmal?
    DIPLOMARBEIT Titel der Diplomarbeit Wessen Denkmal? Zum Verhältnis von Erinnerungs- und Identitätspolitiken im Gedenken an homosexuelle NS-Opfer Verfasserin Elisa Heinrich angestrebter akademischer Grad Magistra der Philosophie (Mag. phil) Wien, 2011 Studienkennzahl lt. Studienblatt: A 312 Studienrichtung lt. Studienblatt: Geschichte Betreuerin: A.o. Prof. Dr.in Johanna Gehmacher 2 Inhalt VORWORT ....................................................................................................................5 Zur Form geschlechtergerechter Sprache in dieser Arbeit ......................................6 1. EINFÜHRUNG ........................................................................................................ 7 1.1 Zur Physis des Denkmals / Persönliche Rezeption ....................................... 7 1.2 Ausgangspunkte und -fragen / Forschungsinteresse .................................... 14 1.3 Fragestellungen / Struktur der Arbeit .......................................................... 16 1.4 Methodische Überlegungen ...................................................................... 18 1.4.1 Grundlegendes zum Diskursbegriff ....................................................... 20 1.4.2 Material ................................................................................................ 22 1.4.3 Begrenzung und Zugangsweise ............................................................. 26 2. CHRONOLOGIE DES BERLINER ‹MAHNMALSTREITS›: Akteur_innen und Argumente ............................................................................................................
    [Show full text]
  • Spaziergang Im Grunewald - S
    Ein Projekt der AUSGABE 02/2020 IN SCHMARGENDORF UNTERWEGS GLEICH NEBENAN: DIE FU BERLIN UND IHRE BAUWERKE - S. 2 NATUR SO NAH: SPAZIERGANG IM GRUNEWALD - S. 3 PROMINENTE SCHMARGEN- DORFERINNEN: „AIMÉE UND JAGUAR“ - S. 4 - Anzeige - - Anzeige - In Schmargendorf unterwegs Seite 2 AUSGABE 02/2020 FORSCHUNG UND LEHRE ZWISCHEN DAHLEMER VILLEN Ein Spaziergang über das Gelände der Freien Universität Berlin Foto: Christian Kruppa Christian Foto: © SCHMARGENDORF – PARADIES FÜR SPAZIERGÄNGER Liebe Leserinnen und Leser, Foto: Christian Kruppa Christian Foto: © es sind schwierige Zeiten. Der Kampf gegen geschichte zu entdecken: das weite Gelände der die weitere Ausbreitung des neuen Coronavirus FU Berlin in Dahlem oder den Grunewald, der hat Berlin immer noch fest im Griff. Zwar gab in den Jahren der Teilung Berlins der wichtigste Nur wenige Hundert Meter entfernt vom ten Stadtteil Dahlem. Die Blockade Westber- es in den letzten Wochen einige Lockerungen, Naturzugang für die Einwohner in der West- Schmargendorfer Zentrum an der Breiten lins durch die Sowjetunion ab dem Sommer aber noch weiß niemand, wie sich das Stadtle- hälfte der Stadt war. Straße beginnt das Gelände der Freien Uni- 1948 beschleunigte die Planung, und so kam ben in den Sommermonaten entwickeln wird, versität Berlin, jener deutschen Hochschule, es bereits im Dezember 1948 zur Gründung. welche Verbote weiterhin gelten oder welche Wie Sie Ihren Lieblingsläden oder Stammres- die nicht nur die Stadt Berlin, sondern auch neuen Maßnahmen eventuell ergriffen werden taurants im Kiez auch in diesen Zeiten etwas die Bundesrepublik in den Jahren der deut- Den Hauptteil des Campus stellte in den An- müssen. Auf jeden Fall aber ist es erst einmal Gutes tun und so dazu beitragen können, dass schen Teilung massiv geprägt hat.
    [Show full text]
  • Martin 1 Jen Martin Study Abroad Final Project Dr. Pitts and Lowell
    Martin 1 Jen Martin Study Abroad Final Project Dr. Pitts and Lowell Kane June 26th, 2015 The “Problem” of Queerness Exploring the History of LGBTQ People and Medicine One of the toughest aspects of being a prospective medical student and eventual doctor is accepting that your field of study has been historically used to justify violence against marginalized groups, especially groups that you consider yourself to be a part of. The past cannot be undone, but it is essential to learn about it to make sure that marginalized groups don’t have to suffer to gain access to basic healthcare. When I signed up for this study abroad, I was primarily interested in the history of the AIDS crisis; I would not have attended if that was not covered. Yet as we journeyed through different countries and explored the history, I found that there was much more to the relationship between queer (queer being used as a catch-all term for those in the LGBTQ community, not to imply that all members identify as queer) people and medicine than AIDS. On the trip I explored the origins of said relationship, studied the role of the medical community in the Nazi era and the AIDS crisis, and reflected on what can be done to make healthcare more accessible and friendly to LGBTQ people. The pathologization of queerness was a relatively recent development in queer history. In Western European history, homosexuality was condemned and gay men were oppressed under the justification that their behaviors were animalistic, akin to incest and child molestation, offensive against nature, and defiant of dominant gender expectations (Boswell 138).
    [Show full text]