Thesis FINAL

Total Page:16

File Type:pdf, Size:1020Kb

Thesis FINAL i The Problematic Nature of Modern Holocaust Fiction: From Holocaust Impiety to the Suffering Body David John Dickson The thesis is submitted in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy of the University of Portsmouth. (Submitted: September, 2019) ii Abstract This thesis takes issue with Emily Miller Budick’s assertion that Holocaust fiction no longer needs “to establish its legitimacy against the charge that a fictional text is either inadequate, inappropriate or even endangering to the task of representing the Nazi genocide of the Second World War” (2015, p. 1). It argues instead that modern Holocaust fiction – texts written between the year 2000 and the present – demonstrates a particularly reductive and depthless approach to the subject, which is typified by a growing obsession with the suffering body. This stems, I contend, from a specifically Auschwitz-oriented understanding of the Shoah which has gradually been solidified in both commemorative culture and fictional recreations of the event over the last half-century. The works utilised span from 1961 to 2018. While the pre-21st century texts are used to establish problematic trends in Holocaust writing, those written from the year 2000 forward are assessed according to Berel Lang’s standard of silence. In contrast to Budick’s position, the thesis argues that a text must be “more probative, more incisive” or “more revealing” (Lang, 2000, p. 18) than silence in order to have societal value. Many modern texts, it argues, do not meet these criteria. Though the thesis utilises the work of several theorists, two particular figures have shaped the central argument: Alison Landsberg and Gillian Rose. Landsberg’s theory of “prosthetic memory” is used to explore the notion that modern fiction has become overly reliant on recreations of bodily suffering as a means of post-memorial connection with the past. Rose’s theory of Holocaust Piety is then used to outline the condition modern Holocaust fiction should aspire to. While pious texts are designed to keep the Holocaust ineffable, by maintaining psychological distance from the victims and perpetrators, impious texts are intended to demystify the Holocaust. For the Holocaust to have continued meaning in the present, I argue, we must come to a more psychologically and culturally particular (or impious) understanding of the victims of the Shoah. We cannot understand them only as suffering bodies. iii Content List Declaration Page 1 List of Illustrations 2 Introduction 3 Methodology 8 Critical Field 13 Textual Choices and Rationale 22 The Structure 24 Chapter I: Holocaust Synecdoche: Surrendering to the Simplifying Impulse 30 The Depreciating Value of the Auschwitz Tattoo 35 The Many Facets of the Cattle Car 50 The Enduring Legacy of the Sexualized Sufferer 63 Conclusion 80 Chapter II: Second-Generation Holocaust Fiction and the Legacy of the Hinge Generation 84 Thane Rosenbaum and the Failure of Transmission 89 The Failure of Recovery 107 Shalom Auslander and the Rootless Holocaust 124 Conclusion 138 Chapter III: Visualizing the Holocaust: Landmarks, Photographs and Post-Memory 141 Representing the Arrival Process 146 Representing Life and Death in Auschwitz 166 A Gratuitous Approach to Representation 184 Conclusion 203 Chapter IV: Exploring the Limits of Modern Holocaust Fiction: From Fraternity to the Suffering Body 207 Ida Fink and a Feeling of Fraternity for the Holocaust Dead 211 The Tattooist of Auschwitz and the Problems Underpinning Modern Holocaust Fiction 221 Shalom Auslander, Jonathan Littell and the Body 235 Conclusion 256 Conclusion 261 Bibliography 277 Appendix: Certificate of Ethics Review 288 Appendix: UPR16 Form 290 1 Declaration Page Declarartion Whilst registered as a candidate for the above degree, I have not been registered for any other research award. The results and conclusions embodied in this thesis are the work of the named candidate and have not been submitted for any other academic award. Word Count: 84, 284 (including references). 2 List of Illustrations Chapter I Figure 1: A still from Europa (0:10:52). 52 Figure 2: A still from Europa (0:41:49). 54 Figure 3: A still from Europa (0:42:01). 54 Figure 4: A still from Europa (0:56:31). 56 Figure 5: Photograph #78358 (USHMM). Ebensee, Austria. 56 Chapter II Figure 6: A still from Triumph of the Spirit (0:05:35). 118 Figure 7: A still from Triumph of the Spirit (0:05:42). 118 Chapter III Figure 8: A still from Triumph of the Spirit (0:13:46). 149 Figure 9: A still from Triumph of the Spirit (0:13:55). 149 Figure 10: A still from Schindler’s List (0:17:45). 150 Figure 11: Spiegelman, 2003, p. 159 153 Figure 12: Photograph #77241 (USHMM). Auschwitz-Birkenau. 156 Figure 13: A still from Triumph of the Spirit (0:17:06). 157 Figure 14: A still from Schindler’s List (0:23:36).1 160 Figure 15: Yad Vashem Photo Archives. Item ID: 35059. 161 Figure 16: A still from The Grey Zone (0:22:09). 163 Figure 17: A still from The Grey Zone (0:22:28). 163 Figure 18: Spiegelman, 2011, p. 105 169 Figure 19: M. Bourke-White. Buchenwald, April 1945. Life Magazine, Time Inc. 170 Figure 20: Spiegelman, 2003, p. 169. 171 Figure 21: Spiegelman, 2003, p. 201. 173 Figure 22: Croci, 2009, p. 45. 175 Figure 23: Yad Vashem Photo Archives, Item ID: 103371. 176 Figure 24: Croci, 2009, p. 41. 179 Figure 25: Croci, 2009, p. 55. 180 Figure 26: A still from The Grey Zone (0:36:58). 199 Figure 27: A still from The Grey Zone (0:38:24). 200 Chapter IV Figure 28: Anne Frank. June, 1942. Source: Anne Frank House 239 Figure 29: James Cochran’s portrait of Anne Frank. 239 Figure 30: Eduardo Kobra’s Anne Frank Mural. 240 Figure 31: Anne Frank, A28, Netherlands. 240 1 The timestamps for Figures 10 and 14 both refer to the second disc of the standard UK DVD release of Schindler’s List. 3 Introduction It has been many years since Holocaust fiction has had to establish its legitimacy against the charge that a fictional text is either inadequate, inappropriate or even endangering to the task of representing the Nazi genocide of the Second World War. (Budick, 2015, p. 1) In the opening of her study The Subject of Holocaust Fiction, Emily Miller Budick suggests that Holocaust fiction – a body of texts previously described by Sue Vice as inherently “scandalous” and liable to inspire “repulsion and acclaim in equal measure” (2000, p. 1) – no longer needs to justify its own capacity to represent the horrors of the Nazi genocide. By making this claim, Budick is asserting that the position of restraint favoured by critics such as Berel Lang is now a thing of the past. Lang’s core position is that historical writing is simply “more adequate”, “more compelling” and indeed “more valuable” (2003, p. 140) as a means of representing the subject. Chief among his concerns, as Bernard Harrison notes, is the notion that the author will fundamentally warp historical fact in his attempt to reframe it into a narrative. In short, Holocaust fiction runs the inherent risk of incorrectly interpreting and foundationally misrepresenting the truth of the Holocaust. Holocaust fiction, therefore, has the potential to put forward and then perpetuate a misreading and misrepresentation of the Holocaust past, one which will potentially alter our collective cultural memory of the atrocity. As Harrison puts it: “On the one hand, [the writer’s] choices will exhibit a bias determined by his personality and outlook, which will work to interpose that persona and point of view between the reader and the unvarnished facts of the Holocaust” (2006, p. 81). The inbuilt limitations of the author – from their personal prejudices to their partial readings of the historical raw data – will likely influence their presentation of the subject. While the phrase “unvarnished facts” may be considered problematic, Holocaust texts undoubtedly 4 require a historical foundation on which to construct their narrative.2 As Vice has noted, “intertextuality is likely to be the central element in Holocaust fiction” (2000, p. 161). By this she means that Holocaust fiction is explicitly reliant on “anterior sources” (p. 161) – largely survivor texts and assorted historical documents – in order to provide a foundation of authenticity for the piece of work in question. However, this thesis argues, our current post-memorial distance from the Holocaust is beginning to profoundly affect the relative value of modern-day Holocaust fiction.3 Returning to Budick’s quotation, it argues that many modern Holocaust texts – particularly those attempting to depict the reality of life within the camp system – are inadequate, inappropriate and even endangering to the task of representing the Nazi genocide. This thesis explores the gradual conceptual narrowing of the Holocaust, as the historical Holocaust has been re-shaped into an explicitly Auschwitz-centric vision of the atrocity. As Irving Howe notes, the death camp now represents “what must be considered the essential Holocaust” (1988, p. 189). As Tim Cole implies, this broader vision of the death camp has devolved into one defining location: “More than any other place, ‘Auschwitz’ has come to symbolise everything about the ‘Holocaust’. ‘Auschwitz’ is to the ‘Holocaust’ what ‘Graceland’ is to ‘Elvis’” (1999, pp. 98-99). Auschwitz, therefore, has become the focal point of modern Holocaust memory. It is the defining element of the Shoah which modern 2 Hayden White, for instance, would argue that historical raw data must be narrativized in order for it to have meaning. Facts cannot stand on their own but must be framed within a narrative in order for them to have significance. As White puts it: “For example, no historical event is intrinsically tragic; it can only be conceived as such from a particular point of view or from within the context of a structured set of events of which it is an element enjoying a privileged place (1978, p.
Recommended publications
  • 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]
  • 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]
  • The Role of Shared Historical Memory in Israeli and Polish Education Systems. Issues and Trends
    Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika, ss. 273-293 Oryginalny artykuł naukowy Original article Data wpływu/Received: 16.02.2019 Data recenzji/Accepted: 26.04.2019 Data publikacji/Published: 10.06.2019 Źródła finansowania publikacji: Ariel University DOI: 10.5604/01.3001.0013.2311 Authors’ Contribution: (A) Study Design (projekt badania) (B) Data Collection (zbieranie danych) (C) Statistical Analysis (analiza statystyczna) (D) Data Interpretation (interpretacja danych) (E) Manuscript Preparation (redagowanie opracowania) (F) Literature Search (badania literaturowe) Nitza Davidovitch* Eyal Levin** THE ROLE OF SHARED HISTORICAL MEMORY IN ISRAELI AND POLISH EDUCATION SYSTEMS. ISSUES AND TRENDS INTRODUCTION n February 1, 2018, despite Israeli and American criticism, Poland’s Sen- Oate approved a highly controversial bill that bans any Holocaust accusations against Poles as well as descriptions of Nazi death camps as Polish. The law essentially bans accusations that some Poles were complicit in the Nazi crimes committed on Polish soil, including the Auschwitz-Birkenau extermination camp. Once the leg- islation was signed into law, about a fortnight later, by Polish President Andrzej Duda, anyone convicted under the law could face fines or up to three years in jail. Critics of the bill, including the US State Department and Israeli officials, feared that it would infringe upon free speech and could even be used to target Holocaust survivors or historians. In Israel, the reaction was fierce. “One cannot change history, * ORCID: 0000-0001-7273-903X. Ariel University in Izrael. ** ORCID: 0000-0001-5461-6634. Ariel University in Izrael. ZN_20_2019_POL.indb 273 05.06.2019 14:08:14 274 Nitza Davidovitch, Eyal Levin and the Holocaust cannot be denied,” Israeli Prime Minister Benjamin Netanyahu stated.
    [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]
  • Remembering World War Ii in the Late 1990S
    REMEMBERING WORLD WAR II IN THE LATE 1990S: A CASE OF PROSTHETIC MEMORY By JONATHAN MONROE BULLINGER A dissertation submitted to the Graduate School-New Brunswick Rutgers, The State University of New Jersey In partial fulfillment of the requirements For the degree of Doctor of Philosophy Graduate Program in Communication, Information, and Library Studies Written under the direction of Dr. Susan Keith and approved by Dr. Melissa Aronczyk ________________________________________ Dr. Jack Bratich _____________________________________________ Dr. Susan Keith ______________________________________________ Dr. Yael Zerubavel ___________________________________________ New Brunswick, New Jersey January 2017 ABSTRACT OF THE DISSERTATION Remembering World War II in the Late 1990s: A Case of Prosthetic Memory JONATHAN MONROE BULLINGER Dissertation Director: Dr. Susan Keith This dissertation analyzes the late 1990s US remembrance of World War II utilizing Alison Landsberg’s (2004) concept of prosthetic memory. Building upon previous scholarship regarding World War II and memory (Beidler, 1998; Wood, 2006; Bodnar, 2010; Ramsay, 2015), this dissertation analyzes key works including Saving Private Ryan (1998), The Greatest Generation (1998), The Thin Red Line (1998), Medal of Honor (1999), Band of Brothers (2001), Call of Duty (2003), and The Pacific (2010) in order to better understand the version of World War II promulgated by Stephen E. Ambrose, Tom Brokaw, Steven Spielberg, and Tom Hanks. Arguing that this time period and its World War II representations
    [Show full text]
  • The Judgment of “Privileged” Jews in the Work of Raul Hilberg R
    CHAPTER 2 THE JUDGMENT OF “PRIVILEGED” JEWS IN THE WORK OF RAUL HILBERG R To a Jew this role of the Jewish leaders in the destruction of their own peo- ple is undoubtedly the darkest chapter of the whole dark story. It had been known about before, but it has now been exposed for the fi rst time in all its pathetic and sordid detail by Raul Hilberg. —Hannah Arendt, Eichmann in Jerusalem: A Report on the Banality of Evil The limit of judgment in relation to “privileged” Jews is crucially im- portant to a consideration of Hilberg’s work, the widespread impact of which cannot be underestimated. His seminal study, The Destruction of the European Jews, has been praised by many as “the single most important work on the Holocaust,” and Hilberg himself has been char- acterized as “the single most important historian” in the fi eld.1 Fur- thermore, the above epigraph makes clear that Arendt’s controversial arguments regarding Jewish leaders (see the introduction) drew heav- ily on Hilberg’s pioneering work. This chapter investigates the part of Hilberg’s work that deals with “privileged” Jews, in order to provide a thematic analysis of the means by which Hilberg passes his overwhelm- ingly negative judgments on this group of Holocaust victims. Hilberg’s judgments are conveyed in diverse ways due to the eclec - tic nature of his publications, in which the subject of the Judenräte— which has received considerable attention in Holocaust historiography— This open access library edition is supported by Knowledge Unlatched. Not for resale. The Judgment of “Privileged” Jews in the Work of Raul Hilberg 77 makes frequent appearances.
    [Show full text]
  • 1 University of Haifa Weiss-Livnat International MA Program in Holocaust Studies Online Course: the Extermination of Polish
    University of Haifa Weiss-Livnat International MA Program in Holocaust Studies Online course: The Extermination of Polish Jews, 1939-1945 Prof. Jan Grabowski [email protected] In 1939, there were 3.3 million Jews in Poland, or about 10% of the total population of the Polish Republic. Polish Jews formed the largest Jewish community in Europe. In 1945, six years later, no more than 50,000 Jews remained alive in Poland. Almost 98.5% of Polish Jewry (excluding the 300.000 who fled the Germans and survived in the Soviet Union) have perished in the Holocaust. A nation rich in history, with its own traditions and language ceased to exist. On September 1st, 1939, the German forces invaded Poland and – before the end of the month – completed the conquest of the country. The course will focus on the initial German policies directed against the Jews and, at the same time, it shall follow the reactions of the Jewish community in the face of new existential threats. The lectures will shed light on the creation of the ghettos, on the strategy of the Jewish leadership and on the plight of the Jewish masses. The course will explore the growing German terror and the implementation of the “Final Solution of the Jewish Question”- as Germans referred to the policies of mass extermination. The students will become familiar with the planning and the execution of the so-called “Aktion Reinhard”, as well as with the survival strategies pursued later by the Jews who avoided the 1942-43 deportations to the extermination camps. While learning about German perpetrators and Jewish victims, the students will also explore the attitudes of the Polish society and the Polish Catholic Church to the persecuted Jews.
    [Show full text]
  • F O U N D E D 1 8 6 0 Cover19-20.Qxp 1 8/16/19 2:39 PM Page 1
    Cover19-20.qxp_1 8/16/19 2:39 PM Page 1 Bard FOUNDED 1 8 6 0 2019–20 Cover19-20.qxp_1 8/16/19 2:39 PM Page 3 Bard College Catalogue 2019–20 The first order of business in college is to figure out your place in the world and in your life and career. College life starts with introspection, as opposed to a public, collective impetus. We try to urge students to think about their place in the world and to develop a desire to participate from inside themselves. —Leon Botstein, President, Bard College The Bard College Catalogue is published by the Bard Publications Office. Cover: The Richard B. Fisher Center for the Perfoming Arts at Bard College Back cover: The Gabrielle H. Reem and Herbert J. Kayden Center for Science and Computation Photos: Peter Aaron ’68/Esto Bard College PO Box 5000 Annandale-on-Hudson, NY 12504-5000 Phone: 845-758-6822 Website: bard.edu Email: [email protected] CONTENTS Mission 1 Division of Social Studies 155 Anthropology 156 History of Bard 2 Economics 163 Economics and Finance 169 Learning at Bard 18 Historical Studies 170 Curriculum 19 Philosophy 185 Academic Programs and Political Studies 193 Concentrations 24 Religion 202 Academic Requirements and Sociology 208 Regulations 26 Specialized Degree Programs 30 Interdivisional Programs and Concentrations 213 Admission 32 Africana Studies 213 American Studies 214 Academic Calendar 35 Asian Studies 215 Classical Studies 216 Division of the Arts 37 Environmental and Urban Studies 217 Art History and Visual Culture 37 Experimental Humanities 222 Dance 47 French Studies 223
    [Show full text]
  • Please Download Issue 1-2 2015 Here
    B A L A scholarly journal and news magazine. April 2015. Vol. VIII:1–2. From TIC the Centre for Baltic and East European Studies (CBEES), Södertörn University. The story of Papusza, W a Polish Roma poet O RLDS A pril 2015. V ol. VIII BALTIC :1–2 WORLDSbalticworlds.com Special section Gender & post-Soviet discourses Special theme Voices on solidarity S pecial section: pecial Post- S oviet gender discourses. gender oviet Lost ideals, S pecial theme: pecial shaken V oices on solidarity solidarity on oices ground also in this issue Illustration: Karin Sunvisson RUS & MAGYARS / EsTONIA IN EXILE / DIPLOMACY DURING WWII / ANNA WALENTYNOWICZ / HIJAB FASHION Sponsored by the Foundation BALTIC for Baltic and East European Studies WORLDSbalticworlds.com in this issue editorial Times of disorientation he prefix “post-” in “post-Soviet” write in their introduction that “gender appears or “post-socialist Europe” indicates as a conjunction between the past and the pres- that there is a past from which one ent, where the established present seems not to seeks to depart. In this issue we will recognize the past, but at the same time eagerly Tdiscuss the more existential meaning of this re-enacts the past discourses of domination.” “departing”. What does it means to have all Another collection of shorter essays is con- that is rote, role, and rules — and seemingly nected to the concept of solidarity. Ludger self-evident — rejected and cast away? What Hagedorn has gathered together different Papusza. is it to lose the basis of your identity when the voices, all adding insights into the meaning of society of which you once were a part ceases solidarity.
    [Show full text]
  • Films on the Holocaust
    Films on the Holocaust Because the Holocaust was such a unique and painful event in the history of human interactions, many filmmakers have dealt with the subject in their films. As the topic is so large, filmmakers all over the world, from the 1940s to our day, have chosen to depict diverse aspects of the Holocaust in both fiction and nonfiction films. During the first years after World War II, fiction films about the Holocaust were made in those Eastern European countries that suffered very badly under the Nazis. In some of the films from that time, the Nazi persecution of Jews plays a minor role, while the war and the ensuing hardship take the films' major focus. An example of this phenomenon is the trilogy of films made by Polish director Andrzej Wajda, which describe Polish life in occupied Warsaw. Since that time, a number of films have been produced that focus on Jewish characters and the specifically Jewish experience during the Holocaust. The Diary of Anne Frank (1959) depicts a young Dutch girl who hid with her family for years until they were discovered by the Nazis (see also Frank Anne). Kapo (1960) hits on the compelling moral issues surrounding a Jewish labor foreman in a concentration camp. Jacob the Liar, first made in Germany in 1978 and remade in the United States in 1999, is the tale of a ghetto Jew who cheers his fellow Jews by telling them the lie that the Germans are losing the war. A different type of fictionalized Holocaust film is that which uses the Holocaust as a backdrop for the film's main story line, rather than a major focus.
    [Show full text]
  • Holocaust Education in America: Eichmann Trial to Schindler's List
    Madeline Waskowiak Holocaust Education in America: Eichmann Trial to Schindler’s List In the decades following World War Two, the Holocaust was not taught in American schools. Textbooks during the late 1940s and the 1950s scarcely included the atrocities committed against the Jews if there was any mention. The Holocaust, a term that was not yet used, came into American culture following the trial of Nazi war criminal Adolf Eichmann in 1960. Following his kidnapping, televised trial, and later execution, American media brought the German atrocities to life. As more Americans learned about the Holocaust through survivor testimonies, popular culture, and scholarly research, education curriculum on the Holocaust developed. Holocaust education entered American schools as a response to growing public interest in the genocide of Europe’s Jews in correlation with the Eichmann trial, an increase in popular media and scholarly debate, and changing political relations with Israel. The Holocaust has been covered in-depth by historians and psychologists alike. The history of the Holocaust in America follows two main arguments; the first being why there was not more talk from Holocaust survivors after 1945, and what brought the Holocaust into American culture? The former is split between Holocaust victims suffering from extreme shock due to the atrocities they experienced and thus refused to talk about said experiences and the more popular argument among historians, that instead Holocaust survivors were quickly turned away. When this occurred has to do with Adolf Eichmann’s trial, the televised trial brought considerable public attention to the Holocaust. Hannah Arendt’s book Adolf Eichmann: Banality of Evil written on the trial spurred widespread scholarly debate and criticism which launched scholarly research by American historians.
    [Show full text]
  • Introduction Norman J.W
    Introduction Norman J.W. Goda E The examination of legal proceedings related to Nazi Germany’s war and the Holocaust has expanded signifi cantly in the past two decades. It was not always so. Though the Trial of the Major War Criminals at Nuremberg in 1945–1946 generated signifi cant scholarly literature, most of it, at least in the trial’s immediate aftermath, concerned legal scholars’ judgments of the trial’s effi cacy from a strictly legalistic perspective. Was the four-power trial based on ex post facto law and thus problematic for that reason, or did it provide the best possible due process to the defendants under the circumstances?1 Cold War political wrangl ing over the subsequent Allied trials in the western German occupation zones as well as the sentences that they pronounced generated a discourse that was far more critical of the tri- als than laudatory.2 Historians, meanwhile, used the records assembled at Nuremberg as an entrée into other captured German records as they wrote initial studies of the Third Reich, these focusing mainly on foreign policy and wartime strategy, though also to some degree on the Final Solution to the Jewish Question.3 But they did not historicize the trial, nor any of subsequent trials, as such. Studies that analyzed the postwar proceedings in and of themselves from a historical perspective developed only three de- cades after Nuremberg, and they focused mainly on the origins of the initial, groundbreaking trial.4 Matters changed in the 1990s for a number of reasons. The fi rst was late- and post-Cold War interest among historians of Germany, and of other nations too, in Vergangenheitsbewältigung—the political, social, and intellectual attempt to confront, or to sidestep, the criminal wartime past.
    [Show full text]