From the Naive to the Nostalgic in the Poetry of Haim Gouri
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NAOMI BRENNER Associate Professor of Hebrew and Israeli
NAOMI BRENNER Associate Professor of Hebrew and Israeli Culture Department of Near Eastern Languages and Cultures ♦ The Ohio State University 300 Hagerty Hall ♦ 1775 College Road ♦ Columbus, OH 43210 ♦ (614) 292-8953 ______________________________________________________________________________ EDUCATION University of California, Berkeley Ph.D. in Comparative Literature, May 2008. Dissertation: Authorial Fictions: Literary and Public Personas in Modern Hebrew and Yiddish Literature Specialization in Modern Hebrew, Yiddish and Arabic literature. University of Michigan, Ann Arbor B.A., May 1998. Highest honors in History, Comparative Literature and Hebrew and Jewish Cultural Studies. PROFESSIONAL EXPERIENCE The Ohio State University, Columbus, OH Department of Near Eastern Languages and Cultures Assistant Professor, September 2008-2015 Associate Professor, 2015 – current Member, Melton Center for Jewish Studies Affiliated Faculty, Germanic Languages and Literatures Mills College, Oakland, CA Lecturer, Spring 2008 University of California, Berkeley, Berkeley, CA Instructor, Departments of Comparative Literature, German and Near Eastern Studies, 2002-2006 PUBLICATIONS & WORKS IN PROGRESS Books Lingering Bilingualism: Modern Hebrew and Yiddish Literatures in Contact. Syracuse University Press, 2016. Refereed Journal Articles “David Bergelson in Hebrew: Translation as Literary Memorialization.” Prooftexts In Press (2019). “Translation as Testimony: Hebrew Translations of Yiddish Literature in the 1940s.” East European Jewish Affairs In Press (2018). “Haven’t You Ever Heard of Bialik? The Specter of H.N. Bialik in Hebrew Literature.” Prooftexts 35:2-3 (2015): 211-249. “Milgroym, Rimon and Interwar Jewish Bilingualism.” Journal of Jewish Identities 7:1 (2014): 23-48. “Gendering Hebrew Modernism: Rahel Bluvstein and Avraham Shlonsky on the Pages of Musaf Davar.” Jewish Quarterly Review 101:3 (2011): 383-405. “Slippery Selves: The Minimalist Poetics of Rachel Bluvstein and Anna Margolin.” Nashim: A Journal of Jewish Women’s Studies and Gender 19 (2010): 100-133. -
Responses to the Holocaust by Three Israeli Women Writers
CLCWeb: Comparative Literature and Culture ISSN 1481-4374 Purdue University Press ©Purdue University Volume 11 (2009) Issue 1 Article 9 "Ideologically Incorrect" Responses to the Holocaust by Three Israeli Women Writers Rachel Feldhay Brenner University of Wisconsin Madison Follow this and additional works at: https://docs.lib.purdue.edu/clcweb Part of the Comparative Literature Commons, and the Critical and Cultural Studies Commons Dedicated to the dissemination of scholarly and professional information, Purdue University Press selects, develops, and distributes quality resources in several key subject areas for which its parent university is famous, including business, technology, health, veterinary medicine, and other selected disciplines in the humanities and sciences. CLCWeb: Comparative Literature and Culture, the peer-reviewed, full-text, and open-access learned journal in the humanities and social sciences, publishes new scholarship following tenets of the discipline of comparative literature and the field of cultural studies designated as "comparative cultural studies." Publications in the journal are indexed in the Annual Bibliography of English Language and Literature (Chadwyck-Healey), the Arts and Humanities Citation Index (Thomson Reuters ISI), the Humanities Index (Wilson), Humanities International Complete (EBSCO), the International Bibliography of the Modern Language Association of America, and Scopus (Elsevier). The journal is affiliated with the Purdue University Press monograph series of Books in Comparative Cultural Studies. Contact: <[email protected]> Recommended Citation Feldhay Brenner, Rachel. ""Ideologically Incorrect" Responses to the Holocaust by Three Israeli Women Writers." CLCWeb: Comparative Literature and Culture 11.1 (2009): <https://doi.org/10.7771/1481-4374.1421> This text has been double-blind peer reviewed by 2+1 experts in the field. -
Leah Goldberg's Lady of the Castle and Shulamith
Discourses of Mourning and Rebirth in Post- Holocaust Israeli Literature: Leah Goldberg’s Lady Of The Castle and Shulamith Hareven’s “The Witness”* Rachel Feldhay Brenner The University of Wisconsin-Madison Abstract Both Godberg’s play and Hareven’s short story illustrate the failure of the Israeli to come to terms with the Holocaust catastrophe. In Goldberg’s play the characterization of the protagonist runs against the popular myth of the Holocaust victim gratefully embracing the hope of a new future embodied in the heroically idealistic Israeli. Hareven’s story rules out the possibility of a mutually accepted coexistence between the Israeli and the Holocaust survivor. Both works present the treatment of the outsider as a reflection of the emotional insecurity of the majority group, since the arrival of the survivor undermines the Zionist ideological tenets of the “negation of the Diaspora” and the creation of the “new” Jew in Eretz Israel. The events of the Holocaust effected a complicated discourse in Israeli literature. This literature, which had long been preoccupied with the themes of Israeli nation building, was suddenly compelled to search for proper modes of response to the Diaspora destruction. The difficulty of approaching the unspeakable was compounded from the outset by the Yishuv’s powerfully promoted notion of “a new beginning” which posited “an ideological divide” between the Diaspora Jews and the Israeli born sabras (Yudkin 1984: 1-2). In many of their programmatic statements, leading politicians and writers of the Yishuv manifested a tendency to subsume the catastrophe into the triumphant process of Jewish rebirth. Avraham Shlonsky, for instance, “claimed that the most significant act of defiance that the inhabitants of the Yishuv could engage in would be to carry on business as usual and to show that in at least one corner of the world Jews were thriving” (Ezrahi 1985-1986:252). -
Documentation and Fiction in Hameiri's Accounts of the Great War
CLCWeb: Comparative Literature and Culture ISSN 1481-4374 Purdue University Press ©Purdue University Volume 17 (2015) Issue 3 Article 16 Documentation and Fiction in Hameiri's Accounts of the Great War Tamar S. Drukker University of London Follow this and additional works at: https://docs.lib.purdue.edu/clcweb Part of the Comparative Literature Commons, Cultural History Commons, European History Commons, European Languages and Societies Commons, Jewish Studies Commons, Military History Commons, Other Arts and Humanities Commons, Reading and Language Commons, and the Rhetoric and Composition Commons Dedicated to the dissemination of scholarly and professional information, Purdue University Press selects, develops, and distributes quality resources in several key subject areas for which its parent university is famous, including business, technology, health, veterinary medicine, and other selected disciplines in the humanities and sciences. CLCWeb: Comparative Literature and Culture, the peer-reviewed, full-text, and open-access learned journal in the humanities and social sciences, publishes new scholarship following tenets of the discipline of comparative literature and the field of cultural studies designated as "comparative cultural studies." Publications in the journal are indexed in the Annual Bibliography of English Language and Literature (Chadwyck-Healey), the Arts and Humanities Citation Index (Thomson Reuters ISI), the Humanities Index (Wilson), Humanities International Complete (EBSCO), the International Bibliography of the Modern Language Association of America, and Scopus (Elsevier). The journal is affiliated with the Purdue University Press monograph series of Books in Comparative Cultural Studies. Contact: <[email protected]> Recommended Citation Drukker, Tamar S. "Documentation and Fiction in Hameiri's Accounts of the Great War." CLCWeb: Comparative Literature and Culture 17.3 (2015): <https://doi.org/10.7771/1481-4374.2676> This text has been double-blind peer reviewed by 2+1 experts in the field. -
Israeli History
1 Ron’s Web Site • North Shore Flashpoints • http://northshoreflashpoints.blogspot.com/ 2 • http://www.youtube.com/watch?v=wb6IiSUx pgw 3 British Mandate 1920 4 British Mandate Adjustment Transjordan Seperation-1923 5 Peel Commission Map 1937 6 British Mandate 1920 7 British Mandate Adjustment Transjordan Seperation-1923 8 9 10 • Israel after 1973 (Yom Kippur War) 11 Israel 1982 12 2005 Gaza 2005 West Bank 13 Questions & Issues • What is Zionism? • History of Zionism. • Zionism today • Different Types of Zionism • Pros & Cons of Zionism • Should Israel have been set up as a Jewish State or a Secular State • Would Israel have been created if no Holocaust? 14 Definition • Jewish Nationalism • Land of Israel • Jewish Identity • Opposes Assimilation • Majority in Jewish Nation Israel • Liberation from antisemetic discrimination and persecution that has occurred in diaspora 15 History • 16th Century, Joseph Nasi Portuguese Jews to Tiberias • 17th Century Sabbati Zebi – Declared himself Messiah – Gaza Settlement – Converted to Islam • 1860 Sir Moses Montefiore • 1882-First Aliyah, BILU Group – From Russia – Due to pogroms 16 Initial Reform Jewish Rejection • 1845- Germany-deleted all prayers for a return to Zion • 1869- Philadelphia • 1885- Pittsburgh "we consider ourselves no longer a nation, but a religious community; and we therefore expect neither a return to Palestine, nor a sacrificial worship under the sons of Aaron, nor the restoration of any of the laws concerning a Jewish state". 17 Theodore Herzl 18 Theodore Herzl 1860-1904 • Born in Pest, Hungary • Atheist, contempt for Judaism • Family moves to Vienna,1878 • Law student then Journalist • Paris correspondent for Neue Freie Presse 19 "The Traitor" Degradation of Alfred Dreyfus, 5th January 1895. -
Palestinian and Israeli Literature.Pdf
Palestinian and Israeli Literature Prepared by: Michelle Ramadan, Pingree School This document has been made available online for educational purposes only. Use of any part of this document must be accompanied by appropriate citation. Parties interested in publishing any part of this document must received permission from the author. If you have any recommendations or suggestions for this unit, please do not hesitate to contact Michelle Ramadan at [email protected]. Overview: For many audiences, understanding of the PalestinianIsraeli conflict comes mainly from the media news of violence and of political friction dominate the airwaves, and we sometimes forget about the ordinary Palestinian and Israeli citizens involved. To get at the human element of the PalestinianIsraeli conflict, students will read, discuss, and reflect on stories from and/or about Palestine and Israel. Units are designed by theme/topic, and each unit contains readings from both Palestinian and Israeli perspectives on each theme/topic.This curriculum was designed for a grade 12 course. Timing: Suggested class periods: 21+. This curriculum may, of course, be shortened or lengthened depending on schedule, students, etc. This curriculum may also be developed into a semester long course. How to Read this Document: This Palestinian & Israeli Literature Unit has been divided into 9 miniunits. Under each miniunit, you will find suggested class times, background information or context, suggested readings, and suggested class lessons/activities. At the end of the document, you will find sample writing assignments and further information about the suggested readings. Most readings are available online, and links have been provided. -
“Mordechai Is Riding a Horse”: Political Performances
Chapter 5 “Mordechai is Riding a Horse”: Political Performances Political-Cultural Performance These next two chapters will analyze the cultural performances of bib- lical figures in the carnival. The term “cultural performance” refers to non-verbal expressions, via the body, objects, and sounds, which include rites, rituals, songs, dances, theatre, and other expressions in one analytical category. For the anthropologist Milton Singer, who coined the term, the analysis of processes of cultural transformation through cultural performance seemed somewhat corrective of inter- pretive manipulations by cultural agents. In this sense they are unlike mere “high” ideological texts, and hence more observable.1 Victor Turner further developed the term as a general approach to the study of culture, but unlike Singer, Turner emphasized the liminality of cul- tural performance, in which common social rules are suspended in favor of an enhanced reflectivity, which enables (though does not necessitate) for the social system a degree of self-criticism.2 Thus, the analysis of cultural performance and its transformations over time can reveal, or extract, implicit ideological motifs. In this chapter, I will explore symbolic and mythical dimensions of Zionist power, which proved crucial in the creation of the Zionist sphere of civil society and identity construction. In accordance with Alexander, “power” is understood here as “also a medium of commu- nication, not simply a goal of interested action or a means of coercion. It has a symbolic code, not only a material base.”3 The very symbolic 1 See: Singer 1972: 64–65, 71. 2 See: Turner 1987: 21–32. According to Kertzer (1988: 9), this reflexivity is the core definition of the ritual. -
Łamanie 2.Indd 2 Indd 121 2015-02-12 11:48:06 122 NITZA DAVIDOVITCH
SCRIPTA JUDAICA CRACOVIENSIA Vol. 12 (2014) pp. 121–139 doi: 10.4467/20843925SJ.14.009.2815 THE DISCOURSE BETWEEN MAN AND GOD: THE ROLE OF FAITH IN HOLOCAUST TEACHING Nitza Davidovitch (Ariel University, Ariel) Key words: Jewish identity, Holocaust, Israel, Poland Abstract: Holocaust teaching is a foundation for deepening Jewish identity. Despite the stated goals of the trips to Poland, studies involving participating youngsters indicate that Holocaust ed- ucation per se does not significantly affect their sense of Jewish identity. Nonetheless, Holocaust teaching through the journey to Poland enhances participants’ self-concept as Israelis, possibly because their Israeliness is associated with emotions such as power, pride, and hope. In view of these findings, the aim of this study is to examine whether and to what degree faith plays a role in the Holocaust teaching that is part of public and public-religious schools’ efforts to reinforce Jewish identity. Introduction It has been argued that Judaism is the key component of Israeli culture, and the core of Jewish identity (Picar 2009). In Israel, Hebrew is the official language, public holi- days are Jewish holidays (Ben Refael and Ben Haim 2006), and the Zionist ideology that features prominently in Israeli existence is nourished by Jewish tradition (David 2012). All these elements create the impression that Judaism is a dominant element in our culture (Hemo and Sabar Ben-Yehoshua 2009). Furthermore, there is also evidence of growth in Jewish education programs in public schools, even in areas that are con- sidered bastions of secularism (Sabar Ben-Yehoshua, Stein and Pozner 2009). This fact may reflect a broad desire in Israeli society to reinforce the Jewish component of Israeli culture, especially in the education system (Picar 2009). -
The Interdisciplinary Center Herzliya חיים גורי
המרכז הבינתחומי הרצליה The Interdisciplinary Center Herzliya The Interdisciplinary Center Herzliya pays tribute to המרכז הבינתחומי הרצליה חולק כבוד ל– HAIM GOURI חיים גורי A poet, writer, journalist and creator of historical documentaries, Haim Gouri חיים גורי הוא אחד מהיוצרים הישראליים המוערכים ביותר, כמשורר, סופר, עיתונאי ויוצר סרטי .is one of Israel’s most highly-esteemed, creative artists תעודה היסטוריים. Born in Tel Aviv in 1923, Haim Gouri was educated in the Schoolhouse הוא נולד בתל–אביב בשנת 1923. בצעירותו התחנך ב”בית החינוך לילדי העובדים”, בקיבוץ ’for Workers’ Children in Kibbutz Bet-Alpha, and in the well-known ‘Kadori בית–אלפא ובבית הספר החקלאי הנודע ”כדורי” ליד הר התבור. עם סיום לימודיו, בשנת 1941, .agricultural school near Mt. Tabor התנדב לפלמ”ח ושירת בשורותיו כקצין לוחם עד תום מלחמת העצמאות ב–1949. כמו כן נטל Upon finishing his studies in 1941, Haim Gouri volunteered for the חלק, כמפקד פלוגה, במלחמת ששת הימים וכקצין חינוך במלחמת יום הכיפורים. Palmach, where he served as a combat officer until the end of the War of בשנת 1947 נשלח כאיש פלמ”ח לאירופה. שם פעל, בהונגריה ובצ’כוסלובקיה, בקרב הנוער -Independence in 1949. He later served as a platoon commander in the Six היהודי ששרד מהשואה. פגישה זו, לפי עדותו, שינתה את חייו והיא ניכרת מאז בכל תחומי .Day War and as an education officer in the Yom Kippur War יצירתו. הוא זכה בפרסים רבי יוקרה עבור סרטיו, ביניהם מועמד לאוסקר בהוליווד ופרס ”נשר In 1947, Haim Gouri was sent to Europe as a representative of the הכסף” לסרטים היסטוריים בפריז. Palmach. He worked in Hungary and Czechoslovakia with the young, Jewish בין השאר חיבר שירי זמר רבים. -
The Wounds and Pain of the Holocaust in Haim Gouri's
The Wounds and Pain of the Holocaust in Haim Gouri’s Filmmaking, Poetry and Fiction Dvir Abramovich Introduction Commenting on the publication of Milim be-dami holeh ahavah (Words in My Lovesick Blood),1 Yair Mazor accurately avers that, “Haim Gouri’s role and status in modern Hebrew poetry as well as in the short history of the state of Israel have made him something of a monument.”2 Indeed, Gouri is the quintessential member of the Palmach 3 generation, that group of authors that came of age with the establishment of the Jewish state and who wrote about the treacherous shoals it had to cross. This article sheds light on the Holocaust-centred oeuvre of the prolific poet, novelist, documentary filmmaker and journalist, who over a rich span of seven decades documented Jewish history’s and Israel’s most painful and tumultuous moments. I offer a reading of several of Gouri’s poems, documentary films, his coverage of the 1961 trial of Adolf Eichmann, and focus primarily on his novella The Chocolate Deal, which still today remains one of the most powerful expressions and forays into the damaged psyche of the survivor. Haim Gouri Feted as one of the pillars of modern Hebrew literature, Haim Gouri (Gurfinkel), the 1988 recipient of the Israel Prize for Poetry, was born on 9 October 9 1923, in Tel Aviv, Palestine. After the 1948 War of Dvir Abramovich is Director of the Program in Jewish Culture & Society at The University of Melbourne. 1 Haim Gouri, Words in My Lovesick Blood, ed. and trans. -
Poetic Commemoration of the Battle in Huleikat Yael Shenker
"The world is filled with remembering and forgetting": Poetic Commemoration of the Battle in Huleikat Yael Shenker and Omri Herzog Abstract The battles fought at Huleikat in the 1948 war tell a tangled and compelling story. Israeli fighters from various brigades fought there in several operations, and the area's conquest in 1948 was strategically significant for Israel. The article focuses on three memories or in fact three strategies of remembering that revolve around the site of these battles: the monument erected at the place, a photograph of Hill 138.5 in Huleikat taken by photographer Drora Dominey that was displayed in an exhibition of Israeli monuments, and a few poems of Yehuda Amichai who fought in that area and lost his close friend Dicky. Emulating terms of analysis proposed by Julia Kristeva this article makes a distinction between semiotic and symbolic memory and argues that Amichai's poetry, like the 138.5 Hill photograph, belongs in a semiotic realm that breaches the limits of consciousness and offers an alternative to national memory. The article further argues that these three memories enable us to trace the painful paths of individual and collective memory as well as the ways in which death mediates among memory, remembering, forgetfulness and obliteration in Israeli culture. The world is filled with remembering and forgetting like sea and dry land. Sometimes memory is the solid ground we stand on, sometimes memory is the sea that covers all things like the Flood. And forgetting is the dry land that saves, like Ararat.1 1 Yehuda Amichai. Patu'ah Sagur Patu'ah (Open Closed Open). -
The Discourse Between Man and God: the Role of Faith in Holocaust Teaching
SCRIPTA JUDAICA CRACOVIENSIA Vol. 12 (2014) pp. 121–139 doi: 10.4467/20843925SJ.14.009.2815 THE DISCOURSE BETWEEN MAN AND GOD: THE ROLE OF FAITH IN HOLOCAUST TEACHING Nitza Davidovitch (Ariel University, Ariel) Key words: Jewish identity, Holocaust, Israel, Poland Abstract: Holocaust teaching is a foundation for deepening Jewish identity. Despite the stated goals of the trips to Poland, studies involving participating youngsters indicate that Holocaust ed- ucation per se does not significantly affect their sense of Jewish identity. Nonetheless, Holocaust teaching through the journey to Poland enhances participants’ self-concept as Israelis, possibly because their Israeliness is associated with emotions such as power, pride, and hope. In view of these findings, the aim of this study is to examine whether and to what degree faith plays a role in the Holocaust teaching that is part of public and public-religious schools’ efforts to reinforce Jewish identity. Introduction It has been argued that Judaism is the key component of Israeli culture, and the core of Jewish identity (Picar 2009). In Israel, Hebrew is the official language, public holi- days are Jewish holidays (Ben Refael and Ben Haim 2006), and the Zionist ideology that features prominently in Israeli existence is nourished by Jewish tradition (David 2012). All these elements create the impression that Judaism is a dominant element in our culture (Hemo and Sabar Ben-Yehoshua 2009). Furthermore, there is also evidence of growth in Jewish education programs in public schools, even in areas that are con- sidered bastions of secularism (Sabar Ben-Yehoshua, Stein and Pozner 2009). This fact may reflect a broad desire in Israeli society to reinforce the Jewish component of Israeli culture, especially in the education system (Picar 2009).