In his recent article in the Journal of Genocide Research, Professor Shmuel Lederman – a professor a the Weiss Livnat International MA Studies Program in Holocaust Studies at the University of Haifa – examines the distinctive harm of genocide. He makes specific reference to Hannah Arendt’s conceptualization of the harm of genocide, positing that despite its flaws it brings a valuable perspective to the issue.
Lederman opens by citing the views of historians who distinguish the harm of genocide as stemming from the loss to the world of a unique culture. As he notes, culture is difficult to quantify. If one understands culture as referring primarily to high culture, one would have to argue that the genocide of the Jews is ‘worse’ than the genocide of the Roma, who have not made the same level of cultural contribution. On the other hand, Lederman writes, one could approach cultural loss as the destruction of a distinct way of life. This viewpoint is also difficult to defend, since for example the majority of German Jewry killed in the Holocaust were assimilated into German society and did not live in any way that differentiated them from their non-Jewish compatriots.
Writing in the journal History and Memory in 2016, art historian Rachel Perry of the University of Haifa’s Holocaust Studies Program considers the impact and implications of Living Landscape, the entrance art installation created by Michal Rovner at Yad Vashem’s new Holocaust History museum. Perry discusses the message and thematic expression of Living Landscape as embodying the message of the new Holocaust History museum, with reference to the concept of hospitality as conveyed by Emmanuel Levinas and Jacques Derrida.
Jan Grabowski is a professor of history at the University of Ottawa. In the academic year of 2017-18 he will be teaching on online course to the students of Weiss-Livnat International MA program on the Jews of Poland during the Holocaust.
In his 2009 article for the journal Holocaust and Genocide Studies, Professor Jan Grabowski of the University of Ottawa discusses the little-examined issue of the German anti-Jewish propaganda that was distributed in the General Gouvernement (GG) area of Poland during the years of German invasion and occupation, from 1939 to 1945. He notes the resources that were dedicated to this branch of propaganda in particular, with the use of visual media and the involvement of Polish artists and existing Polish anti-semitic material.
In a recent article the journal Peacebuilding, Professor Lea David, for the Weiss-Livnat International MA Program in Holocaust Studies at the University of Haifa, discusses the consequences of human rights-based Holocaust and genocide memorialization policies on conflict and post-conflict situations. She examines the effects of such policies on specifically Croatia, Serbia and Bosnia-Herzegovnia after the 1990s Balkans conflict, and on Israel/Palestine.
Together with Adi Duchins, Hadas Wiseman of the University of Haifa examined the impact of learning their grandparents’ experiences of the Holocaust on the third generation. Many Holocaust memoirs have been written in the last number of years, partly out of a sense that time is running out for survivors to share their memories, and partly due to a shift in attitudes to the Holocaust. As survivors increasingly share their stories and the third generation from the Holocaust grows up, the question arises of how these experiences affect the grandchildren of Holocaust survivors.
Professor Tsafrir Goldberg, PhD, teaches From Silence to Omnipresence: Holocaust in the Curriculum and Beyond.
In his most recent academic article, Professor Tsafrir Goldberg addresses a ground-breaking question in the realm of Holocaust education, asking whether the Holocaust should still be understood to be an episode of ‘difficult history’ in Israel today?
Episodes of ‘difficult history’ are those which challenge self-identity and in some way threaten the student’s self-esteem. From a psychoanalytical perspective, historic topics covering collective trauma constitute ‘difficult history’. Experiencing historical testimony can bring a sense of ‘return of suffering’ to the student, which needs to be processed in order to restore the learner’s sense of self-identity as part of the victimized group.
Professor Arkadi Zelster teaches the “Holocaust in the former USSR”- here’s a link to the syllabus.
In a recent article in the academic journal “Eastern European Jewish Affairs”, Professor Arkadi Zeltser of the University of Haifa examines suspicion of Jews by non-Jewish Soviets during the latter phase of the Second World War, in the years 1941-45. In this time period, many non-Jews asked the question “Where are the Jews at the Front?”, with particular unintended consequences for Soviet Jewish identity.