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Exhibiting Forensic Archaeologically-Derived Holocaust Data Through Virtual Heritage Technologies: An Ethical Perspective by Janos Laszlo Kerti A thesis submitted in partial fulfilment of the requirement of Staffordshire University for the degree of Doctor of Philosophy February 2019 Abstract Forensic archaeology has demonstrated its ability to identify, record and analyse evidence from Holocaust landscapes. With an increased number of investigations over the last two decades, vast quantities of evidence are generated, providing unique spatial and temporal understandings of the Holocaust; which can enhance commemoration and education perspectives. This research explores the ethical complexities when using virtual heritage visualisations to represent forensic archaeologically- derived Holocaust data. Desk-Based Analysis (DBA) and non-invasive archaeological fieldwork data acquired by the author in 2013 and 2015, from investigating Sylt camp (1942-1945) (Alderney; Channel Islands) provides a case study for research. This data was presented through an online platform (‘Explore Lager Sylt’) which resourced a photorealistic virtual tour, series of abstract evidence-based 3D reconstructions and various multimedia. Guidance for developing this platform was provided by the London (2009) and Seville (2011) Charter, with research assessing their suitability for Holocaust representations. To acquire comparative data, the ‘Explore Lager Sylt’ and ‘Anne Frank Secret Annex’ platform created by the Anne Frank Fonds, was disseminated to 104 participants through focus study groups, interviews and questionnaire surveys. Employees and visitors of the United States Holocaust Memorial Museum (USHMM) and (UK) secondary school students formed the participants to research. Using grounded theory and thematic data analysis, four key themes were identified (accountability, communication, education and presentation), underpinning dissemination considerations. This research highlights that many benefits stem from learning about the Holocaust from a forensic archaeological perspective, emphasising the importance of incorporating historical and contemporary evidence within education. By demonstrating how ethical complexities can be addressed, this research establishes a framework for future archaeological representations of the Holocaust. vii Acknowledgements: This research has only been possible from the guidance, support and patience of my supervisors: Professor Caroline Sturdy Colls thank you for introducing me to the field of Holocaust archaeology, for teaching me the fundamentals during my undergraduate and for the opportunity to undertake this PhD research. Dr Ruth Swetnam thank you for nurturing my academic research, writing and methodological skills. Your belief, passion and attitude has been instrumental in achieving this PhD. Both of you have truly been remarkable. I would also like to thank my ‘unofficial’ third supervisor Dean Northfield, our informal conversations have been invaluable to my understanding and application of forensic multimedia and computer-based representations. For providing the opportunity to conduct my qualitative research I would initially like to thank: The United States Holocaust Memorial Museum (USHMM), especially mentioning Michael Haley Goldman, Robert Ehrenreich and all the USHMM volunteers and participants. I would like to thank: Laura Sansam and Lee Smart from Bishop Stopford School; Sarah Northfield, Anthony Doran and Iain Turnbull from Cannock Chase High School; and Adina Abecasis from Hasmonean High School; for being accommodating and enthusiastic towards this research. My appreciation is further expressed to all the research participants, this study could not have happened without your participation. My eternal gratitude is owed to my partner Hollie Titcomb-Day who designed the interface and many representations within the ‘Explore Lager Sylt’ platform and facilitated focus study groups. Additional thanks to Hollie for proofreading my thesis, providing emotional and financial support, alongside enduring ceaseless conversations about this research, words will never suffice my appreciation. I would like to thank Wayne Bamford for his coding skills, thus greatly assisting this research. I especially to thank my parents. Jenni, you provided me with my love for education, history and passion for the Holocaust. Your belief in my success has been a main driving force for my academic pursuits. John, your attitude towards adversity has been a tool applied countless times throughout this research, to always keep moving forward regardless of the challenges ahead. I would like to thank my son and friend Jamie; your kindness and love inspires me daily and provides me with the motivation to strive. My sisters Amy and Natalie and brother-in-law, Will, your love, support and friendship has always been available during the bright and dark times. My only grandparent Margaret, your laughter always echoes in my mind. I would like to thank Esme Hookway for voluntarily facilitating focus study groups and for our coffee chats. I would like to thank employees of the Centre of Archaeology, especially Kevin Colls, William Mitchell and Dr Dante Abate, for our discussions surrounding archaeology, digital representation, ethics and the Holocaust. Your guidance and insights have sustained my motivation, especially during dire ii times. A special mention to the staff from the School of Law, Policing and Forensics (Staffordshire University), for providing inspiration, motivation, training and employment opportunities throughout the four years of this research. I would also like to thank Dr Paul Barratt and Professor Karen Rodham for your assistance with my qualitative research methods and data analysis. I would further like to thank Paul Ottey and Aaron Dolton for use of the recording studios and providing technical support. I would further like to acknowledge the Anne Frank Museum for the use of their platform, ‘The Anne Frank Secret Annex’, whose use of contemporary technologies has inspired this research. I would like to thank members of the Alderney community, for participating in this study, specifically mentioning Barney; your hospitality was very much appreciated. Thank you to all the PhD students I was fortunate to share an office with, your collective support is an unsung credit in the researching world. I wish you all the best with your own research endeavours. I would like to thank all those who have provided copyright permission for materials displayed within the ‘Explore Lager Sylt’ platform and throughout this thesis, especially: Bundesarchiv, Centre of Archaeology, Google Maps, Guernsey Island Archives, Herb Friedman, Ian Cleasby, Jersey Archives, John Elsbury, Majdanek Museum, the (UK) National Archives, National Collection of Aerial Photography (NCAP), the Royal Air Force (RAF) National Archives, Yoltana Boot and Yvette Lynn Additionally, thanks to Staffordshire University for the loan of equipment and access to specialist software. iii Contents 1.0 Introduction ................................................................................................................................. 1 1.1 Study Context & Basis for Further Study ................................................................................. 2 1.2 Aims & Objectives .................................................................................................................. 9 1.3 Context & Methodology Overview ........................................................................................ 12 1.4 Thesis Structure ..................................................................................................................... 13 2.0 Literature, Project & Professional Practice Review .................................................................... 14 2.1 Holocaust Education .............................................................................................................. 15 2.1.1 Holocaust Curriculum & Knowledge Bases ..................................................................... 15 2.1.2 Age Appropriateness ....................................................................................................... 19 2.1.3 Empathy ......................................................................................................................... 19 2.1.4 Eyewitness Testimony ..................................................................................................... 20 2.1.5 Other Forms of Holocaust Education ............................................................................... 21 2.2 Holocaust & Forensic Archaeology ........................................................................................ 22 2.2.1 Early Investigations ......................................................................................................... 22 2.2.2 Development of Forensic Archaeology ............................................................................ 23 2.2.3 Contemporary Holocaust Investigations .......................................................................... 25 2.2.4 Ethics of Investigation ..................................................................................................... 27 2.3 The Holocaust in the Digital Age ........................................................................................... 30 2.3.1 Online Representations.................................................................................................... 31 2.3.2 Spatial Representation
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