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Herinnering Aan Een Historische Plek En Boodschap Voor De Toekomst

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Herinnering Aan Een Historische Plek En Boodschap Voor De Toekomst De omgang met ‘gevoelig erfgoed’ in educatieve programma’s voor het voortgezet onderwijs van herinneringscentra Kamp Westerbork, Vught en Amersfoort. Herinnering aan een historische plek en boodschap voor de toekomst. Ghislaine Kokshoorn Master Thesis Maatschappijgeschiedenis Erasmus Universiteit Rotterdam Herinnering aan een historische plek en boodschap voor de toekomst. De omgang met ‘gevoelig erfgoed’ in educatieve programma’s voor het voortgezet onderwijs van herinneringscentra Kamp Westerbork, Vught en Amersfoort. Ghislaine Kokshoorn Master Thesis Maatschappijgeschiedenis Faculteit Erasmus School of History, Culture and Communication Erasmus Universiteit Rotterdam 20 augustus 2015 Thesisbegeleider: Laurie Slegtenhorst (Erasmus Universiteit Rotterdam) Tweede lezer: Prof. dr. Hester Dibbits (Erasmus Universiteit Rotterdam) 1 Inhoud Voorwoord ................................................................................................................................. 4 1. Inleiding ................................................................................................................................. 6 1.1 Introductie ......................................................................................................................... 6 1.2 Vraagstelling ..................................................................................................................... 7 1.3 Theoretisch kader ........................................................................................................... 10 1.4 Historiografisch debat ..................................................................................................... 16 1.5 Bronnen .......................................................................................................................... 25 1.6 Methoden ........................................................................................................................ 28 1.7 Innovatieve aspecten ....................................................................................................... 28 2. Herinneringscentrum Westerbork ........................................................................................ 30 2.1 Historische context ......................................................................................................... 31 2.2 Beleid en educatie in het herinneringscentrum ............................................................... 32 2.3 Analyse educatief programma voor het voortgezet onderwijs ....................................... 36 2.3.1 Tentoonstelling ‘Durchgangslager Westerbork’ ...................................................... 36 2.3.2 Rondleiding voormalig Kamp Westerbork .............................................................. 46 2.4 Deelconclusie Herinneringscentrum Kamp Westerbork ................................................ 50 3. Nationaal Monument Kamp Vught ...................................................................................... 53 3.1 Historische context ......................................................................................................... 54 3.2 Beleid en educatie in het herinneringscentrum ............................................................... 55 3.3 Analyse educatief programma ‘Kamp Vught in de klas’ ............................................... 58 3.3.1 Educatieve film Kamp Vught in de klas: ‘Wie helpt mij nu nog’ ........................... 59 3.3.2 Lesbrief ‘Wie helpt mij nu nog’ ............................................................................... 64 3.3.3 Rondleiding ‘Kamp Vught in de klas’ ..................................................................... 69 3.3.4 Afrondende opdracht ............................................................................................... 74 3.4 Deelconclusie Nationaal Monument Kamp Vught ......................................................... 75 4. Nationaal Monument Kamp Amersfoort .............................................................................. 78 4.1 Historische context ......................................................................................................... 79 4.2 Beleid en educatie in het herinneringscentrum ............................................................... 81 4.3 Analyse educatief programma ‘Bertus’ .......................................................................... 83 4.3.1 Tijdschrift ‘Bertus’ ................................................................................................... 83 4.3.2 Documentaire ‘Bertus een thuiskomst’ .................................................................... 88 4.3.3 Rondleiding Kamp Amersfoort ................................................................................ 90 2 4.4 Deelconclusie Nationaal Monument Kamp Amersfoort ................................................ 95 5. Conclusie .............................................................................................................................. 97 Bibliografie ............................................................................................................................. 103 Primaire bronnen ................................................................................................................ 103 Secundaire bronnen ............................................................................................................ 104 Digitale bronnen ................................................................................................................. 106 3 Voorwoord De persoonlijke verhalen van de gruwelijke gebeurtenissen in de kampen tijdens de Tweede Wereldoorlog brengt de geschiedenis plotseling heel dichtbij. Net als de meeste mensen denk ik 'dit nooit weer'. Dat maakt dit onderzoek voor mij extra belangrijk. Het in leven houden en doorgeven van de herinnering aan volgende generaties en het tonen van respect aan de slachtoffers van de Tweede Wereldoorlog is een zaak van ons allen. Ik heb daarom enorm veel respect en waardering voor degenen die zich actief inzetten voor educatie over de Tweede Wereldoorlog en de Holocaust. Als masterstudent maatschappijgeschiedenis aan de Erasmus Universiteit Rotterdam heb ik onderzoek gedaan naar de educatieve programma’s van de herinneringscentra Westerbork, Vught en Amersfoort. De Tweede Wereldoorlog is een onderwerp dat erg leeft in onze samenleving en waar veel belangstelling voor is. Mijn grootouders hebben mij vele verhalen verteld over hun oorlogsherinneringen. De jonge generatie van tegenwoordig leert echter over de oorlog op andere manieren, waaronder in musea en herinneringscentra. Zij missen de persoonlijke verhalen van familieleden en hebben andere kanalen nodig om over deze gevoelige geschiedenis, die zoveel invloed heeft op de huidige maatschappij, te leren. Onderzoek naar educatie over de Tweede Wereldoorlog was een nieuwe ervaring voor mij. Ik had het voorrecht om tijdens mijn stage bij EUROCLIO mee te mogen werken aan het project ‘Multi-faceted memory’.1 Tijdens dit project heb ik veel geleerd wat betreft de omgang met een gevoelige geschiedenis en educatie over de gelaagde geschiedenis van voormalige concentratiekampen in Europa. Ik hoop met dit onderzoek een nieuw licht te werpen op de huidige omgang met het geweld van de Holocaust in educatieve programma’s in de voormalige concentratiekampen Westerbork, Vught en Amersfoort. Graag wil ik de medewerkers en de vrijwilligers van de herinneringscentra in Vught, Amersfoort en Westerbork bedanken voor hun behulpzaamheid en gastvrijheid. Zonder hen was dit onderzoek niet mogelijk geweest. Tevens wil ik mijn thesisbegeleidster Laurie Slegtenhorst en de professoren van de faculteit Erasmus School of History, Culture and Communication bedanken voor de colleges en de begeleiding. 1 European Association of History Educators (EUROCLIO), Programme Reflecting Remembrance. ‘Multi- faceted memory’: On-Site and Online Learning about Nazi and Stalinist Camps (2014-2015). 4 Ghislaine Kokshoorn 20 augustus 2015 5 1. Inleiding 1.1 Introductie Zeventig jaar na het einde van de Tweede Wereldoorlog speelt deze geschiedenis nog steeds een belangrijke rol in onze samenleving. De herinneringen aan de Tweede Wereldoorlog trekken sterker de aandacht dan andere periodes uit de geschiedenis. Dit is terug te zien in het aantal herdenkingen, film- en theatervoorstellingen en het stijgende aantal bezoekers in musea en herinneringscentra. De grote belangstelling voor de Tweede Wereldoorlog blijkt ook uit een publieksonderzoek van het Kenniscentrum Oorlogsbronnen in samenwerking met adviesbureau TNS NIPO (2015).2 Uit dit onderzoek naar de huidige belangstelling voor de Tweede Wereldoorlog en de manier waarop de bevolking zich laat informeren blijkt dat bijna de helft van de Nederlanders een interesse heeft voor de geschiedenis van de Tweede Wereldoorlog. Daarnaast vindt vijfentachtig procent deze geschiedenis voornamelijk relevant voor de naoorlogse generatie, deze kennis helpt hen namelijk de wereld van nu beter te begrijpen. Naast documentaires, films en familieverhalen is een bezoek aan historische plekken een belangrijke bron van informatie voor jongeren.3 Erfgoedplekken zijn een krachtige herinnering aan de historische gebeurtenissen van de Tweede Wereldoorlog. Een goed voorbeeld hiervan zijn de voormalige concentratiekampen en huidige herinneringscentra in Westerbork, Vught en Amersfoort. Er is grote belangstelling voor deze herinneringscentra. Herinneringscentrum Kamp Westerbork en Nationaal Monument Kamp Vught hadden
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