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Cosmopolitan Ethics and the Limits of Tolerance: Representing the Holocaust in Young Adult Literature

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Cosmopolitan Ethics and the Limits of Tolerance: Representing the Holocaust in Young Adult Literature COSMOPOLITAN ETHICS AND THE LIMITS OF TOLERANCE: REPRESENTING THE HOLOCAUST IN YOUNG ADULT LITERATURE Rachel L. Dean-Ruzicka A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2011 Committee: Dr. Beth Greich-Polelle, Advisor Dr. Nancy W. Fordham Graduate Faculty Representative Dr. Kimberly Coates Dr. Vivian Patraka © 2011 Rachel L. Dean-Ruzicka All Rights Reserved iii ABSTRACT Beth Greich-Polelle, Advisor This dissertation critically evaluates the concepts of tolerance and toleration and how these two ideas are often deployed as the appropriate response to any perceived difference in American culture. Using young adult literature about the Holocaust as a case study, this project illustrates how idealizing tolerance merely serves to maintain existing systems of power and privilege. Instead of using adolescent Holocaust literature to promote tolerance in educational institutions, I argue that a more effective goal is to encourage readers’ engagement and acceptance of difference. The dissertation examines approximately forty young adult novels and memoirs on the subject of the Holocaust. Through close readings of the texts, I illustrate how they succeed or fail at presenting characters that young adults can recognize as different from themselves in ways that will help to destabilize existing systems of power and privilege. I argue this sort of destabilization takes place through imaginative investment with a literary “Other” in order to develop a more cosmopolitan worldview. Using the theories of Judith Butler, Kwame Anthony Appiah, and Gerard Delanty I contended that engagement with and appreciation of difference is possible when reading young adult Holocaust literature. By looking at how Jewish, Roma-Sinti, disabled, and homosexual victims are portrayed I illustrate how victimized populations are represented as vulnerable and grievable in ways that will help readers understand how particular populations were viewed as less than human and targeted for cultural annihilation as well as physical death. I also look at how Germans and neo-Nazis are portrayed in young adult literature, arguing for nuanced portrayals of the Germans themselves and how unethical choices are represented. I also remind readers not all books are created in iv ways that enable cosmopolitan engagement; many fail on the grounds of historical inaccuracies, vague characterizations, and the presentation ongoing stereotypes. The ultimate goal of the project was to challenge rigid binary systems of identity categorization and to encourage readings of the literature that contest ongoing unequal distributions of power and privilege. Young adult Holocaust literature has the potential to do this, but it must be reconceptualized as a tool that can do other work besides teaching tolerance. v For Matt, the best husband ever. vi ACKNOWLEDGMENTS I would like to thank my dissertation chair, Beth Griech-Polelle, for her enthusiasm for this project and her ongoing support and encouragement. I hope she chairs many more ACS dissertations in the future. Also essential to the success of the dissertation was Kim Coates, who often made me stressed (but not mad!) and demanded the best of me. Thanks as well to Vicki Patraka, whose course inspired this project, and her tireless assistants Isaac Vayo, Arundhati Ghosh, and Tiffany Knoell. Finally, thanks to Don McQuarie for his ongoing advice and support while I have been at Bowling Green State University. The ACS community and my friends in Bowling Green deserve a huge shout out as well. ACS has been an incredibly welcoming place since my first visit here in the spring of 2007, and without the community here I would have been a sad, sad PhD student. Special thanks to the people who helped me keep my sanity that first summer in Bowling Green: Ned and Evin Faulhaber, Courtney Olcott, and James Paasche. I look forward to enduring friendships and intellectual collaborations with a variety of people I have met here in BG: Kelly Watson and Jason Zeh, Vanessa Cozza and Nick Napoli, Jamie Stuart and Marnie Pratt, Phillip and Aliza Cunningham, Colin Helb and Carolyn Reinhardt, Angie Fitzpatrick, Andy Famiglietti, and Charlotte Quinney. I am terribly sorry we lost Matthew Karasek this year and therefore I cannot look forward to rolling dice with him in the future. I’ll never forget his stroke of genius that granted me that merkin. Thanks go out to my family as well, Vicky and Richard Nunamaker for all their support and advice on pretty much any topic imaginable. Stanley Czepiel for being one of the most amazing people in the world in general, and a wonderful grandfather specifically. Thanks for vii Eric Dean’s support and good wishes. Thanks to Matt’s family as well, for always making me feel welcome and at home: Tom and Linda Ruzicka; Marybeth and Javier Magallanes; Mike, Cindy, Liz, and Martha Ruzicka; David Magallanes; and all the Chicago Ruzicka clan. Thanks also to James Dean for encouraging my love of books; I am so sorry that you are not here to see it come to fruition. Finally, thanks again to Matt Ruzicka for being the best husband imaginable. Without your patience, support, sense of humor, and love I would definitely not be Dr. D-R. viii TABLE OF CONTENTS Page INTRODUCTION: TOLERANCE, COSMOPOLITANISM, AND LITERATURE ........... 1 Complicating Tolerance ............................................................................................. 3 Modern Cosmopolitan Theory ................................................................................... 6 Historical Fiction and Cosmopolitan Worldviews ..................................................... 9 Chapter Overview ...................................................................................................... 15 CHAPTER I. RECOGNIZING THE OTHER IN THE CHARACTER OF ANNE FRANK ..................... 19 Recognition, Grief, and the Problems with Tolerance ............................................... 21 Anne Frank as Teaching Tool .................................................................................... 26 Anne Frank the Icon................................................................................................... 31 Anne Frank the Beloved ............................................................................................ 38 Anne Frank the Eternal Optimist ............................................................................... 49 Conclusion ................................................................................................................. 59 CHAPTER II. JEWISH LIVES, VULNERABLE LIVES ............................................................................ 61 Imaginary Constructs of the Other ............................................................................. 63 Monolithic Misunderstandings .................................................................................. 67 Who Are the Victims? ............................................................................................... 70 What Might it Mean to be Jewish? ............................................................................ 74 How are Jews Specifically Targeted? ........................................................................ 76 Conclusion ............................................................................................................ 95 ix CHAPTER III. RECOGNIZING ALL THE “LIVES UNWORTHY OF LIVING”...................................... 97 Roma-Sinti Stereotypes and Persecution ................................................................... 101 “Gypsies” in Young Adult Holocaust Literature ....................................................... 106 Disability is a Human Rights Issue ............................................................................ 119 The Disabled in Young Adult Holocaust Literature .................................................. 124 Contemporary Intolerance of GLBT Communities ................................................... 132 Damned Strong Love and Nothing More? ................................................................. 137 Conclusion ............................................................................................................ 142 CHAPTER IV. GOOD NAZIS AND GERMANS AS VICTIMS ................................................................. 144 Willing Executioners: the Average Bogeyman .......................................................... 149 Ordinary Men: the Average Man ............................................................................... 153 Social Death and Ordinary Germans ......................................................................... 156 Mass Murder and Ordinary Germans ........................................................................ 163 Historical Accuracy and the “Good Nazi” ................................................................. 168 Germans as Victims ................................................................................................... 179 Conclusion ............................................................................................................ 185 CHAPTER V. NEO-NAZI REPRESENTATIONS AND VALUES WORTH LIVING BY ....................... 189 Why It May Not All Be Relative ............................................................................... 192 Representations of the Experiences of Neo-Nazi Characters ...................................
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