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Approaches to Holocaust representation often take their cues from both academic and public discourse. General opinion demands serious engagement that depicts the full range of the brutality and inhumanity of the genocide and the victimization of targeted groups perpetrated by the National Socialists. Such a treatment is considered necessary to

Approaches to Holocaust representation often take their cues from both academic and public discourse. General opinion demands serious engagement that depicts the full range of the brutality and inhumanity of the genocide and the victimization of targeted groups perpetrated by the National Socialists. Such a treatment is considered necessary to adequately represent the Holocaust for generations to come. The analysis of four texts will show that humor is not only appropriate but is also an important addition to Holocaust discourse. This study argues that humor plays an important role as a stylistic tool for discussing the Holocaust as well as for its remembrance and representation. Jurek Becker's novel Jakob der Lügner and Ruth Klüger's autobiography Weiter Leben: Eine Jugend are witness-texts by Jewish authors. Humor in these two works helps the authors engage and work their experiences. Klüger's autobiography also utilizes humor to critically engage in the discussion of Holocaust representation. This study also analyzes two non-witness Jewish texts: the stage play Mein Kampf by George Tabori and the feature film Mein Führer, die wirklich wahrste Wahrheit über Adolf Hitler by Dani Levy. These two works utilize overt humor to challenge established Holocaust representations. Drawing on ideas from Mikhail M. Bakhtin, Julia Kristeva, Giorgio Agamben, the core argument of this study demonstrates humor performs two main functions in the Holocaust literature and film chosen for this investigation. First, it restores a potential loss of dignity and helps victims endure the incomprehensible. Second, it challenges the prevailing truth and the established order.
ContributorsMeirich, Hanni (Author) / Gilfillan, Daniel (Thesis advisor) / Ghanem, Carla (Committee member) / Holian, Anna (Committee member) / Arizona State University (Publisher)
Created2013
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Description
The Holocaust and the effects it has had upon witnesses has been a topic of study for nearly six decades; however, few angles of research have been conducted relating to the long-term effects of the Holocaust upon the children and grandchildren of Holocaust survivors--the After Generations. The After Generations are

The Holocaust and the effects it has had upon witnesses has been a topic of study for nearly six decades; however, few angles of research have been conducted relating to the long-term effects of the Holocaust upon the children and grandchildren of Holocaust survivors--the After Generations. The After Generations are considered the proof--the living legacies--that their parents and grandparents survived. Growing up with intimate knowledge of the atrocities that occurred during the Holocaust, members of the After Generations not only carry with them their family's story, but also their own vicarious experience(s) of trauma. From this legacy comes a burden of responsibility to those who perished, their survivor parents/grandparents, the stories that were shared, as well as to future generations. Using grounded theory method, this study not only explores the long-term effects of the Holocaust upon members of the After Generations, but what it means to responsibly remember the stories from the Holocaust, as well as how individuals might ethically represent such stories/memories. Findings that developed out of an axial analysis of interview transcripts and journal writing, as well as the later development of a performance script, are embodied in a manner that allows the actual language and experiences of the participants to be collectively witnessed both symbolically and visually. Through their desire to remember, members of the After Generations demonstrate how they plan to carry on traditions, live lives that honor those that came before them, and maintain hope for the future. In so doing, the stories shared reveal the centrality of the Holocaust in the lives of members of the After Generations through their everyday choices to responsibly and actively remember through their art, writings, life-work, as well as from within their work in their local communities. Such acts of remembrance are important to the education of others as well as to the construction and maintenance of the After Generations' identities. The representation of these voices acts as a reminder of how hatred and its all-consuming characteristics can affect not only the person targeted, but multiple generations, as well.
ContributorsRath, Sandra (Author) / de la Garza, Sarah Amira (Thesis advisor) / Underiner, Tamara (Committee member) / Corey, Frederick C. (Committee member) / Eisenberg, Judith (Committee member) / Arizona State University (Publisher)
Created2012
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Description
This dissertation examines U. S. American intergenerational witnesses to the Holocaust, particularly how addressees turned addressors maintain an ethical obligation to First Generation witnesses while creating an affective relation to this history for new generations. In response to revisionism and the incommunicability of the Holocaust, a focus on (accurate) First

This dissertation examines U. S. American intergenerational witnesses to the Holocaust, particularly how addressees turned addressors maintain an ethical obligation to First Generation witnesses while creating an affective relation to this history for new generations. In response to revisionism and the incommunicability of the Holocaust, a focus on (accurate) First Generation testimony emerged that marginalizes that of intergenerational witnesses. The risk of such a position is that it paralyzes language, locking the addressee into a movement always into the past. Using examples of intergenerational witnesses (moving from close to more distant relationships), this project argues that there is a possibility for ethical intergenerational response. There are two major discussion arcs that the work follows: self-reflexivity and the use of the Banality of Evil as a theme. Self-reflexivity in intergenerational witnessing calls attention to the role of the author as transgenerational witness, an act that does not seek to appropriate the importance or position of the Holocaust survivor because it calls attention to a subjective site in relation to the survivor and the communities of memory created within the text. The other major discussion arc moves from traditional depictions of the Banality of Evil to ones that challenge the audience to consider the way evil is conceptualized after the Holocaust and its implications in contemporary life. In these ways, intergenerational witnesses move from addressee to addressors, continuing to stress the importance of this history through the imperative to pass Holocaust testimony onward into the future.
ContributorsDean, Sarah C (Author) / Foster, David W (Thesis advisor) / Sadowski-Smith, Claudia (Committee member) / Reyes, Angelita (Committee member) / Arizona State University (Publisher)
Created2012
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Description
During the 1970's to 90's, scholars in the fields of Jewish Studies, anthropology and sociology (notably, Hellen Epstein, Larry Langer and Yosef Yerushalmi), developed the idea of generational trauma theory, when analyzing the trauma inflicted upon European Jewish populations during the Holocaust. Epstein argues that trauma is passed down from

During the 1970's to 90's, scholars in the fields of Jewish Studies, anthropology and sociology (notably, Hellen Epstein, Larry Langer and Yosef Yerushalmi), developed the idea of generational trauma theory, when analyzing the trauma inflicted upon European Jewish populations during the Holocaust. Epstein argues that trauma is passed down from generation to generation, while Langer argues that the second generation interprets the trauma in their own way. Other important terms in trauma theory include liturgical time, sites of memory, historical trauma and the historical trauma response. Scholars who analyze American Indian communities, like Yellow Horse Brave Heart and Durran/Durran, readily took up this theory, applying it to the Native American experience. One area where this theory has been applied to is the Native American Boarding School experience. The purpose of this paper is to analyze the efficacy of applying the post-Holocaust trauma theory to the Native American boarding school experience. In order to determine the effectiveness of the boarding schools, one must analyze the boarding school experience, beginning at the philosophical underpinnings of the boarding school, and then discussing the impacts that the boarding schools had on the students and finally, the impact that this had on the second generation. However, this approach has a number of flaws, such as the differences between native communities and post-Holocaust, American, Jewish communities, as discussed in the Philosophy of American Indian Studies. The length of the boarding schools was also longer than the length of the Holocaust. The fact that Native Americans faced repeated trauma, in a way that post-Holocaust American Jews did not. The trauma also changed for both native peoples and post-Holocaust Jews, making it difficult for there to be a single response to trauma. The philosophical bases of the Holocaust and boarding schools were also different. The post-Holocaust generational trauma approach also has a number of applications to native peoples. This includes the psychological aspect of trauma. The use of terminology by native scholars. Native peoples also developed concepts like sites of memory and liturgical time. Finally, both the post-Holocaust Jewas and Native Americans have used trauma for political ends. The conclusion is that post-Holocaust generational trauma theory has some applications to native peoples, but the application is limited. A scholar must take into careful consideration the native peoples who they are working with.
ContributorsMongeau, Michael Philip (Author) / Benkert, Volker (Thesis director) / Riding In, James (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / American Indian Studies Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
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Description
This project explores the importance of Holocaust education, and the need for a balance of survivor testimony and history in order to effectively educate students and inspire action. At the center of the analysis is the role of the survivor's testimony in the education process. The project discusses the use

This project explores the importance of Holocaust education, and the need for a balance of survivor testimony and history in order to effectively educate students and inspire action. At the center of the analysis is the role of the survivor's testimony in the education process. The project discusses the use of Holocaust survivor testimony, and the problems with Holocaust survivor testimony, and how the intersection of oral testimony and education can successfully be utilized to introduce an emotional component in historical education. Holocaust survivors are passing away, and the current generation of students will most likely be the last to have the opportunity to directly interact with a Holocaust survivor. Students need to learn the important lessons that only Holocaust survivors can teach. The project consists of a research paper, journal, and documentary, and all three of these elements work together to communicate the importance of Holocaust survivors and Holocaust education. The core lessons learned from Holocaust survivors and Holocaust education cannot only be applied to better understand the Holocaust, but also to better understand past and current genocides.
ContributorsBlackburn, Elizabeth Mason (Author) / Craft, John (Thesis director) / Cichopek-Gajraj, Anna (Committee member) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / Barrett, The Honors College (Contributor)
Created2014-05
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Description
"Trauma transmission" in Holocaust Studies represents a cross-disciplinary method of studying history that focuses on how particular events impact individuals rather than on the events themselves. It refers to the transfer of trauma or its symptoms from Holocaust survivors to children of survivors (COS). In this project, I explore "echoes

"Trauma transmission" in Holocaust Studies represents a cross-disciplinary method of studying history that focuses on how particular events impact individuals rather than on the events themselves. It refers to the transfer of trauma or its symptoms from Holocaust survivors to children of survivors (COS). In this project, I explore "echoes of trauma," such as an obsession with food or inability to show emotion, in Holocaust survivors and COS that they directly attribute to Holocaust experiences
Created2015-05
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Description
At odds with the Axis powers in the Second World War, the American government
began the task of dealing with an influx of Europeans seeking refugee status stateside, even before the Japanese attack Pearl Harbor on December 7, 1941. American interest in the global situation, nevertheless, did not officially begin after

At odds with the Axis powers in the Second World War, the American government
began the task of dealing with an influx of Europeans seeking refugee status stateside, even before the Japanese attack Pearl Harbor on December 7, 1941. American interest in the global situation, nevertheless, did not officially begin after the initial attack on the 7th of December. Before that date, the United States government had to address refugees seeking asylum from European countries. Often studied, German emigration to the United States at times took center stage in terms of the refugee situation after the Nazi regime enacted anti- Semitic legislation in Germany and its occupied nations, prior to the American declaration of war. France, however, had a crisis of its own after the Germans invaded in the summer of 1940, and the fall of France led to a large portion of France occupied by Germany and the formation of a new government in the non-occupied zone, the Vichy regime.
France had an extensive history of Jewish culture and citizenship culture prior to 1940, and xenophobia, especially common after the 1941 National Revolution in France, led to a “France for the French” mentality championed by Marshal Philippe Pétain, Chief of State of Vichy France. The need for the French Jewish population to seek emigration became a reality in the face of the collaborationist Vichy government and anti-Semitic statutes enacted in 1940 and 1941. French anti-Semitic policies and practices led many Jews to seek asylum in the United States, though American policy was divided between a small segment of government officials, politicians, individuals, and Jewish relief groups who wanted to aid European Jews, and a more powerful nativist faction, led by Breckenridge Long which did not support immigration. President Roosevelt, and the American government, fully aware of the situation of French Jews, did little concrete to aid their asylum in the United States.
ContributorsPalumbo, Alex Paul (Author) / Fuchs, Rachel G. (Thesis director) / Simpson, Brooks (Committee member) / Cardoza, Thomas (Committee member) / Barrett, The Honors College (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Politics and Global Studies (Contributor)
Created2014-05
Description
In the aftermath of the Second World War and global atrocities that occurred during the Nazi Holocaust, the international community established the United Nations and developed the Universal Declaration of Human Rights. The UN legally defined the term genocide with the development of the Convention for the Prevention and Punishment

In the aftermath of the Second World War and global atrocities that occurred during the Nazi Holocaust, the international community established the United Nations and developed the Universal Declaration of Human Rights. The UN legally defined the term genocide with the development of the Convention for the Prevention and Punishment of the Crime of Genocide in an attempt to deter future genocides from occurring. These are now the governing documents for international human rights law and genocide prevention. Since the development of these documents, however, human rights violations and genocides have continued to occur around the world. In 1994, Rwandan Hutus murdered more than one million Tutsis in the span of one hundred days. Following the genocide, the United Nations developed the International Criminal Tribunal for Rwanda in which the conviction of Jean-Paul Akayesu established the first trial where an international tribunal was called upon to interpret the definition of genocide as defined in the Convention for the Prevention and Punishment of the Crime of Genocide. Although the human rights movement has created greater deterrence for human rights crimes, punished perpetrators for their crimes, and established norms for the treatment of human beings, global human rights violations and genocides continue to occur. This project attempts to explore the presence of possible factors in pre-genocidal nations that may predict whether a nation could spiral into genocide and what mechanisms could counter their presence.
ContributorsBabos, Kristina Rose (Author) / Haglund, LaDawn (Thesis director) / Rothenberg, Daniel (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor)
Created2014-05
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The thesis explores the trial of the Nazi war criminal Adolf Eichmann, which occurred in Jerusalem in 1961. In order to do this, the thesis analyzes four sources—two films and two books—that exist as representations of and responses to the historic trial. My analyses investigate the role of the witnesses

The thesis explores the trial of the Nazi war criminal Adolf Eichmann, which occurred in Jerusalem in 1961. In order to do this, the thesis analyzes four sources—two films and two books—that exist as representations of and responses to the historic trial. My analyses investigate the role of the witnesses who offered testimony during the trial and the sentencing that occurred at the trial’s conclusion, which are two major aspects of the trial. By comparing the way that various witnesses, who appear in multiple representations of the trial, are portrayed, the thesis will make conclusions regarding the way that each source utilizes the witness testimony. In order to evaluate the way each source presents the sentencing of the trial, the thesis uses Yasco Horsman’s concepts of the constative and performative aspects of judgement. The thesis concludes by discussing the value that each of these works has as a representation of the Holocaust. Ultimately, as time distances the modern generation from the events of the Holocaust and post-Holocaust trials, the need for such representations as the four examined in this thesis continues to grow in importance.
ContributorsKierum, Caitlin Anne (Author) / Gilfillan, Daniel (Thesis director) / Goodman, Brian (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / School of Social Transformation (Contributor) / Department of English (Contributor) / School of International Letters and Cultures (Contributor) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
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Herzog History is a retelling of the Holocaust escape of Godofredo Herzog and his family. This thesis project aims to provide a family history for the Herzog family, as well as a Holocaust story that you don't typically see, in a different way than a documentary or book. The creator

Herzog History is a retelling of the Holocaust escape of Godofredo Herzog and his family. This thesis project aims to provide a family history for the Herzog family, as well as a Holocaust story that you don't typically see, in a different way than a documentary or book. The creator took a journey with her grandfather to retrace the escape through the cities he and his family lived in. She used her knowledge in videography, editing and website development she gained from the Walter Cronkite School of Journalism and Mass Communication to create this project. There are many stories of Holocaust survivors, but this one is a personal history that impacts her family. The project comes in the form of a website with photos, journal entries and an interactive map. Website link: https://isabelgreenblatt.wixsite.com/herzoghistory
ContributorsGreenblatt, Isabel Louise (Author) / Dunn, Heather (Thesis director) / Blatt, Rebecca (Committee member) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12