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INTERACTIONS Explorations of Good Practice in Educational Work with Video Testimonies of Victims of National Socialism

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INTERACTIONS Explorations of Good Practice in Educational Work with Video Testimonies of Victims of National Socialism Education with Testimonies INTERACTIONS Explorations of Good Practice in Educational Work with Video Testimonies of Victims of National Socialism edited by Werner Dreier | Angelika Laumer | Moritz Wein Education with Testimonies, Vol.4 INTERACTIONS Explorations of Good Practice in Educational Work with Video Testimonies of Victims of National Socialism edited by Werner Dreier | Angelika Laumer | Moritz Wein Published by Werner Dreier | Angelika Laumer | Moritz Wein Editor in charge: Angelika Laumer Language editing: Jay Sivell Translation: Christopher Marsh (German to English), Will Firth (Russian to English), Jessica Ring (German to English) Design and layout: ruf.gestalten (Hedwig Ruf) Photo credits, cover: Videotaping testimonies in Jerusalem in 2009. Eyewitnesses: Felix Burian and Netty Burian, Ammnon Berthold Klein, Jehudith Hübner. The testimonies are available here: www.neue-heimat-israel.at, _erinnern.at_, Bregenz Photos: Albert Lichtblau ISBN: 978-3-9818556-2-3 (online version) ISBN: 978-3-9818556-1-6 (printed version) © Stiftung „Erinnerung, Verantwortung und Zukunft” (EVZ), Berlin 2018 All rights reserved. The work and its parts are protected by copyright. Any use in other than legally authorized cases requires the written approval of the EVZ Foundation. The authors retain the copyright of their texts. TABLE OF CONTENTS 11 Günter Saathoff Preface 17 Werner Dreier, Angelika Laumer, Moritz Wein Introduction CHAPTER 1 – DEVELOPING TESTIMONY COLLECTIONS 41 Stephen Naron Archives, Ethics and Influence: How the Fortunoff Video Archive‘s Methodology Shapes its Collection‘s Content 52 Albert Lichtblau Moving from Oral to Audiovisual History. Notes on Praxis 63 Sylvia Degen Translating Audiovisual Survivor Testimonies for Education: From Lost in Translation to Gained in Translation 76 Éva Kovács Testimonies in the Digital Age – New Challenges in Research, Academia and Archives CHAPTER 2 – TESTIMONIES IN MUSEUMS AND MEMORIAL SITES 93 Kinga Frojimovics, Éva Kovács Tracing Jewish Forced Labour in the Kaiserstadt – A Tainted Guided Tour in Vienna 104 Annemiek Gringold Voices in the Museum. Videotaped Testimonies as Objects of Cultural and Historical Heritage in the Jewish Cultural Quarter Amsterdam 115 Madene Shachar, Michal Sadan Educational Programmes Based on Child Survivor Video Testimonies in the Yad LaYeled Children‘s Memorial Museum/ Ghetto Fighters‘ House Israel 130 Anika Reichwald The Search for an Appropriate Approach. Video Testimonies and their Use in the Jewish Museum Hohenems INTERACTIONS 5 CHAPTER 3 – TESTIMONIES IN EDUCATION EXPLORING THE USES OF VIDEO TESTIMONIES 145 Susan Hogervorst Distanced by the Screen. Student History Teachers and Video Archives of Second World War Interviews in the Netherlands 154 Irmgard Bibermann The International Research Project Shoah in daily school life. How do Pupils Use Videotaped Eyewitness Interviews with Survivors in a Tablet Application? 168 Ilene R. Berson, Michael J. Berson Tattered Dolls and Teddy Bears Tell Tales of Hope and Perseverance: Developing a Pedagogic Paradigm for Teachers‘ Use of Holocaust Testimony to Engage Young Students in Exploring Social Injustices 181 Maria Ecker Angerer “What exactly makes a good interview?“ Educational Work with Videotaped Testimonies at _erinnern.at_ 192 James Griffiths, Louise Stafford Context ist Key. A Study on Primary-Aged Children‘s Learning with Testimonies of Holocaust Survivors MULTIFARIOUS PRACTICES IN EDUCATION WITH VIDEO TESTIMONIES 205 Arlene Sher Combatting Afrophobia and Teaching about Moral Choices. Using Testimonies in Educational Programmes about the Holocaust and Genocide in the South African Context 216 Dorothee Wein Voices of Survivors at Sites of Perpetrators. Educational Approaches to Video Testimonies at the Topography of Terror Documentation Center 229 Tony Cole, Darius Jackson “I wonder where I will be tomorrow“. Using Filmed Testimony to Develop Historical Knowledge and Understanding of the Holocaust with British Primary School Children and Students with Special Educational Needs (SEN) 240 Birte Hewera Survivors as Subjects of Documentation. The Witnesses and Education Film Series by Yad Vashem and the Hebrew University of Jerusalem 252 Carson Phillips “The Limits of My Language Are the Limits of My World”: Using Recorded Testimonies of Holocaust Survivors with English Language Learners 6 INTERACTIONS 266 Kori Street, Andrea Szonyi Videotaped Testimonies of Victims of National Socialism in Educational Programs: The Example of USC Shoah Foundation‘s online Platform IWitness 280 Dorothee Wein, Šárka Jarská, Natalia Timofeeva The Web Application Learning with Interviews. Forced Labor 1939 –1945 for German, Czech and Russian schools. Common Ground and Country-specific Differences 298 Teon Djingo Tracing Videotaped Testimonies of National Socialism for Educational Programmes. The Macedonian Case 305 Iryna Kashtalian The Educational Use of Videoed Memoirs and Material on the History of the Minsk Ghetto and Maly Trostenets Extermination Site 321 Peter Gautschi Videotaped Eyewitness Interviews with Victims of National Socialism for Use in Schools 343 INDEX OF AUTHORS INTERACTIONS 7 ABSTRACTS Stephen Naron Archives, Ethics and Influence: how the Fortunoff Video Archive‘s Methodology Shapes its Collection‘s Content The Fortunoff Archive for Holocaust Testimonies has been recording the testimonies of survivors, witnesses and bystanders of the Holocaust since 1979. It currently holds more than 4,400 testimonies, comprising over 10,000 recorded hours of videotape. This paper will discuss the Fortunoff Archive’s history, “best practices”, and foundational principles, as well as present the challenges and promises of a new period in which technology has enhanced the possibility of providing access to and using this now digital collection. ► Albert Lichtblau Moving From Oral to Audiovisual History. Notes on Praxis Oral History is related to a paradigm shift within historiography. Historians go into the field and create their own sources. Motivations have to be reflected as well as methodological implications or intentions. Digital media made it possible to film interviews which forced Oral Historians to discuss how visual information changes their approaches and methods. Oral Historians had to learn to listen and see. New forms of observations and interactions widened were introduced. The article explains the importance of quality standards for videotaping testimonies and provides useful information on the practicalities of interviewing and recording the interviews. ► Sylvia Degen Translating Audiovisual Survivor Testimonies for Education: From Lost in Translation to Gained in Translation Survivors’ audiovisual testimonies have become increasingly important in educational programs on the history of National Socialism. Given the INTERACTIONS I speakers’ language diversity, the usage of translated material is common, leading to the translation being a critical factor in the success of this transmission. However, creating high quality translations that support the educational goals of the contracting institutions is a complex endeavour – and its success is determined in large part by the working environment. This article discusses some aspects of the practical context in which the translation of audiovisual testimonies for educational purposes takes place. It is based on a study focussing on 24 interviews with a selection of different actors who participated in the translation processes at three major audiovisual archives in Germany – from translators to project directors. The results of this study provide a comprehensive insight into the investigated translation processes and a stable basis for their evaluation. Furthermore, they point to practicable improvement suggestions, which will be discussed in the second part of this contribution. In summary, the lesson to be learned is not simply about the need for funding for expensive, high quality translations. On the contrary, I would like to propose the optimisation of organisational processes and the establishment of clearer quality criteria for translations as an integral part of future projects – and that does not necessarily have to be more expensive. However, these measures require a better understanding of translation – often made invisible in the process – and the services professional |1 translators can offer. The aim of this article is to counter the widespread understanding of translation as merely “the same words just in a different language” and to raise awareness of the opportunities translation can provide for the current educational environment. ► 1 Here, professional describes translators with a high quality standard who have chosen translation as a career, whether or not they acquired a university degree. There are of course translators who have gained the required expertise and specialist knowledge through means other than degree programs specific to translation. II INTERACTIONS Éva Kovács Testimonies in the Digital Age – New Challenges in Research, Academia and Archives For many years after the Shoah, there was little analysis of survivors’ testimonies in historical writing, and if testimonies appeared at all it was only as illustrations of personal experiences in the historians’ “grand narrative”. However, in the past 20 years, as digital oral history archives have been set up and opened, these testimonies have become sources of mainstream historical analysis. Moreover, memory cultures have changed crucially since 1990. The first part of the paper looks
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