The Presence of the Holocaust in Society, Politics and Culture, C.1970 to 2015
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UCL CENTRE FOR HOLOCAUST EDUCATION BAHS Conference 2016: The Presence of the Holocaust in society, politics and culture, c.1970 to 2015 Abstract Book UCL Institute of Education, 19th – 21st July 2016 The British Association for Holocaust Studies The UCL Centre for Holocaust Education welcomes you to the 2016 British Association for Holocaust Studies’ conference ‘The Presence of the Holocaust in society, politics and culture, c.1970 – 2015’. This book contains abstracts for the keynotes, papers, workshops and symposia taking place during the conference. Please use this book in conjunction with the Conference Programme in your conference packs to plan your attendance at conference sessions. We hope that you have an enjoyable conference. Dr Arthur Chapman To contact the conference team during the conference: [email protected] To tweet about the conference: #BAHS2016 Follow our Centre on: @UCL_Holocaust BAHS Conference 2016, University College London - Tuesday 19th to Thursday 21st July 2016 Contents Dr Samuel Adu-Gyamfi, 6 Rebecca Davidge, Paper 24 Mr Philip Nana Amponsah & Jelena Došlov, Paper 25 Mr Stephen Hicks Acheampong, Françoise Dupré, Paper 26 Paper Andy Fearn, Workshop 27 Dr Elizabeth Anthony & 7 Annette Finley-Croswhite, Paper 28 Dr Christine Schmidt, Workshop Professor Stuart Foster & 29 Dr. Linda Asquith, Paper 8 Dr Eleni Karayianni, Paper Professor Aleida Assmann, 9 Dr. Esteban González-López & 30 Keynote Lecture Professor Rosa Ríos-Cortes, Paper Dr Gerhard Baumgartner, Paper 10 Dr Tiara Good, Paper 31 Gerd Bayer, Paper 11 Brenda Gouws, Paper 32 Volker Benkert, Paper 12 Joandi Hartendorp, Paper 33 Dr Didzis Bërzinš, Paper 13 Tom Haward, Workshop 34 Benjamin Bland, Paper 14 Isabelle Hesse, Paper 35 Angela Boone, Paper 15 Stephanie Hesz-Wood, Paper 36 Lilach Naishtat Bornstein, Workshop 16 Dr Mark Hobbs, Paper 37 Professor Nicola Brauch, Paper 17 Stanislas Hommet, Workshop 38 Mallory Bubar, Paper 18 Darius A Jackson, Paper 39 Noah Simon Jampol, Paper 40 Dr Gilly Carr, Paper 19 Sarah Jewett, Paper 41 Dr Arthur Chapman, Paper 20 Professor Wulf Kansteiner, 42 Joseph Cronin, Paper 21 Keynote Lecture Imogen Dalziel, Paper 22 Dr Magdalena Kawa, Paper 43 Professor Sarah K Danielsson, Paper 23 Caroline Kaye, Paper 44 Sarah Jane Kerr-Lapsley, Paper 45 Dr Lisa Pine, Paper 65 Irit Keynan, Paper 46 Dr Ion Popa, Paper 66 Borbala Klacsmann and 47 Dr Diana Popescu, Paper 67 Ildiko Laszak, Workshop Dr Rebecca Kook, Paper 48 Rosa Reicher, Paper 68 Matt Lawson, Paper 49 John Richardson, Paper 69 Mark Levene, Workshop 50 Marta Simó, Paper 70 Daniel Long, Paper 51 Meghan Starling, Paper 71 Dr Noemie Lopian and 52 Alain Bornstein, Workshop Professor Dan Stone, 72 Keynote Lecture Tomasz Łysak, Paper 53 Glenn Timmermans, Paper 73 Isabel Marks, Paper 54 Olivia Marks-Woldman, Paper 55 Dr David Tollerton, Paper 74 Dr Kathrin Meyer, Paper 56 Marc van Berkel, Paper 75 Professor Dan Michman, 57 Sue Vice, Paper 76 Professor Tom Lawson & Dr Lisa Pine, Keynote Symposium Victoria Grace Walden, Paper 77 Dr Samantha Mitschke, Paper 58 Laura Walton, Workshop 78 Philipp Mittnik, Paper 59 Dr Barbara Warnock and 79 Eric Morgenson, Paper 60 Jessica Green, Paper Mary-Catherine Mueller, Paper 61 Daniela Weiner, Paper 80 Emma O’Brien & Rachel Donnelly, 62 Dr Dominic Williams, Paper 81 Paper Ayala Paz, Paper 63 Lauren Willmott, Paper 82 Dr Joanne Pettitt, Paper 64 Liraz Yaffe, Paper 83 Holocaust education and remembrance on the socio-cultural and political space of Ghana: An enduring example and a test case for other countries Dr. Samuel Adu-Gyamfi, Mr. Philip Nana Amponsah and Mr. Stephen Hicks Acheampong; Head of Programs, Research and Educational Facilitator, Cooperation Facilitator and Country Lead Respectively – Association of Global Citizens-Ghana Paper presentation The Holocaust represents the destruction Although there is an attestation that of human lives, indignity and shame. The Holocaust education, remembrance semblances of Holocaust persist across (memory) and research has grown the continents of the world and Africa in exponentially permeating Europe and particular. In Africa, it is represented by the the globe, the case of Africa and Ghana “comodification” of the human being as in particular has not been fully studied. epitomized in the Trans Atlantic slave trade The educational and research gap has whose vestiges across the continents, the tendency or the proclivity of denying Africa and Ghana in particular, did not Ghanaian citizens in particular from serve any useful purpose to deter people making great gains from the memory and like the then Hitler and his present co-host lessons of Holocaust and those customs, to say never-again. Holocausts also exist practices and archaic vestiges of indignity in the form of coups and counter coups that should cause humanity to steer the as well as military dictatorship which right cause. Based on the knowledge cannot be decoupled from the history of what education of the citizenry is, of the African continent and Ghana in especially glimpses from Nyarere as well particular. It also exists in the form of as Adu-Gyamfi and Yartey (2015); this violence against women and children as paper investigates and tells the story of well as apparent disregard for the rights how a group of young academics, social of the woman in the name of culture. This entrepreneurs, civil society players and is found in the Trokosi system in Ghana, civil actors among others have discussed female circumcision or genital mutilation, and educated/informed Ghanaians; child labour among others. Essentially, young and old about Holocaust education there is a gap between the ideational (memory), semblances in the Ghanaian knowledge concerning indignities and the customs, socio-cultural and political parallels drawn from the global stage. landscape and its ramifications for the African continent and the globe. 6 Teaching through the lens of documents from the International Tracing Service Digital Archive: A workshop on primary source supplements for use in Holocaust Studies Dr Elizabeth Anthony, United States Holocaust Memorial Museum, United States of America and Dr Christine Schmidt, The Wiener Library, United Kingdom Workshop presentation The International Tracing Service creating eight university-level educational archive, one of the largest collections supplements based on primary sources of Holocaust-era documentation, was uniquely found in the ITS archive. opened for research only in 2007. The These sources are designed to support collection was established in the aftermath instructors offering undergraduate of World War II, as tens of thousands courses in Holocaust studies in the US tried to pick up the fragments of their lives and UK and aim to offer students an and attempted to reunite with family with opportunity to examine primary sources the help of the ITS and its predecessor for study and scholarly work. Supplement institutions. With material on the fate of 17 themes, selected after analysis of existing million people, the archive contains some course offerings in the UK and US, 30 million documents on persecution, include four with foci on specific victim incarceration, forced labour, liberation, groups – Jews, women, Roma and Sinti post-war migration and Allied assistance. and foreign forced laborers – as well Although digital copies have been placed as four others on the experiences of in a handful of repositories around the DPs in the postwar period, rescue and world, and recent historiography has resistance, the roles of perpetrators, seen an upswing in studies based on and the concentration camp network. material derived from the ITS collection, This workshop, will provide a brief there is still considerable work to be overview of the history of the ITS and done with regard to integrating the its significance as a digital resource collection into historical consciousness for research and education, and and education about the Holocaust will focus primarily on an interactive and World War II more generally. presentation of two supplements Efforts led by copy-holding institutions in the series: one on women’s seek to redress this imbalance and experiences under Nazi persecution to increase access to this notoriously and the other, the concentration camp complex and vast digital collection. To system. The session will close with a that end, the US Holocaust Memorial discussion of the transnational impact Museum, The Wiener Library, and of the opening of the ITS on research, the International Tracing Service are education and commemoration. 7 Talking Officially: The impact of social, cultural and political forces upon genocide testimony Dr. Linda Asquith, Leeds Beckett University, United Kingdom Paper presentation “I started talking, well I started Whilst predominantly focusing on talking as soon as I was free, in Holocaust survivors this research France. And then I found that does take a comparative approach in people didn’t want to know, and considering the construction of dominant didn’t believe me anyway. Then I narratives and the impact of the Holocaust stopped talking…I suppose I never as an archetypal genocide upon later really stopped talking, but I genocide survivors’ talk. stopped talking officially.” The first section of this paper covers how (Tabitha, Holocaust survivor talk is received by the wider society and from Hungary) draws on the differences between the survivors of the Holocaust and survivors In saying this, Tabitha shines a light on from Bosnia and Rwanda. The paper then how talking about violence is not as moves on to consider what barriers there simple as it sounds, with societal, familial are to talking about genocide and what and political pressures all affecting who facilitates talk about genocide. Finally this speaks, what is spoken and how it is paper examines why certain narratives heard. Drawing on published testimonies of genocide become dominant and and interview data, this paper explores how narratives can change from being the nature of talking about the Holocaust, unheard to being the authoritative voice in and the reasons why and when people recollections of genocidal violence.