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Journal ArticleDOI

Learning from Survivors: The Yale Testimony Project

21 Sep 1995-Holocaust and Genocide Studies (Oxford University Press)-Vol. 9, Iss: 2, pp 192-207
About: This article is published in Holocaust and Genocide Studies.The article was published on 1995-09-21. It has received 39 citations till now.
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BookDOI
01 Jan 2004
TL;DR: In this article, the authors present an overview of the history of the Holocaust in Eastern Europe, focusing on the decision-making process of the Third Reich and its role in the Holocaust.
Abstract: Notes on Contributors Introduction D.Stone German or Nazi Antisemitism? O.Heilbronner Hitler and the Third Reich J.Noakes Ghettoization T.Cole War, Occupation and the Holocaust in Poland D.Pohl Expropriation and Expulsion F.Bajohr Local Collaboration in the Holocaust in Eastern Europe M.Dean Big Business and the Third Reich: An Appraisal of the Historical Arguments C.Kobrak & A.H.Schneider The Decision-Making Process C.R.Browning Historiography and the Perpetrators of the Holocaust J.Matthaus The Topography of Genocide A.Charlesworth Britain, the United States and the Holocaust: In Search of a Historiography T.Kushner The Holocaust and the Soviet Union J.Klier The German Churches and the Holocaust R.P.Ericksen & S.Heschel Jewish Leadership in Extremis D.Michman Jewish Resistance R.Rozett Gender and the Family L.Pine Romanies and the Holocaust: A Re-evaluation and an Overview I.Hancock From Streicher to Sawoniuk: The Holocaust in the Courtroom D.Bloxham The Holocaust Under Communism T.C.Fox Antisemitism and Holocaust Denial in Post-Communist Eastern Europe F.Lobont Post-Holocaust Philosophy J.Cohen Testimony and Representation Z.Waxman Memory, Memorials and Museums D.Stone The Holocaust and Genocide A.D.Moses Index

100 citations

Journal ArticleDOI
TL;DR: In this paper, the authors argue that the history of the Holocaust has brought to the study of memory, and conversely, how has theoretical work on the Holocaust been inflected by memory studies.
Abstract: What has Holocaust Studies brought to the study of memory, and, conversely, how has theoretical work on the Holocaust been inflected by Memory Studies? Focusing on witness testimony, we argue that ...

96 citations

Book
31 Oct 2019
TL;DR: This paper provided an alternative account, describing a messy, flawed human process in which legal practitioners faced with novel challenges sought to reconfigure long-standing habits and opinions while maintaining a commitment to "justice".
Abstract: Accounts of international criminal courts have tended to consist of reflections on abstract legal texts, on judgements and trial transcripts. Genocide Never Sleeps, based on ethnographic research at the International Criminal Tribunal for Rwanda (ICTR), provides an alternative account, describing a messy, flawed human process in which legal practitioners faced with novel challenges sought to reconfigure long-standing habits and opinions while maintaining a commitment to 'justice'. From the challenges of simultaneous translation to collaborating with colleagues from different legal traditions, legal practitioners were forced to scrutinise that which normally remains assumed in domestic law. By providing an account of this process, Genocide Never Sleeps not only provides a unique insight into the exceptional nature of the ad hoc, improvised ICTR and the day-to-day practice of international criminal justice, but also holds up for fresh inspection much that is naturalised and assumed in unexceptional, domestic legal processes.

33 citations

Journal ArticleDOI
TL;DR: In this paper, the authors analyze the ways in which Stolen Generations testimonies address audiences, and the ways listeners respond, taking my classroom as a particular site of reception, and suggest that Stolen generations testimonies sometimes provoke non-Indigenous teachers and students to become aware of their own subject-positions as the inheritors of a post/colonial legacy.
Abstract: Stolen Generations testimonies offer insights into the history, effects, and legacies of colonization in Australia—a history that is currently being contested in the public domain. In this essay, I analyze the ways in which these testimonies address audiences, and the ways in which listeners respond, taking my classroom as a particular site of reception. Based on an analysis of some of my students' responses, I suggest that Stolen Generations testimonies sometimes provoke non-Indigenous teachers and students to become aware of our own subject-positions as the inheritors of a post/colonial legacy, a consciousness that can potentially contribute to the reconciliation process in Australia.

32 citations

Journal ArticleDOI
TL;DR: In this paper, the authors describe the evaluation of an educational project, delivered in a Bachelor in Social Work degree (BSW) program in Northern Ireland, which aimed to equip social work students to be more culturally competent in this divided society, with a central focus on including victim/survivor service users in social work training.
Abstract: This paper describes the evaluation of an educational project, delivered in a Bachelor in Social Work degree (BSW) program in Northern Ireland. The project aimed to equip social work students to be more culturally competent in this divided society, with a central focus on including victim/survivor service users in social work training. A number of pedagogical approaches are noted, with particular consideration of Boler's ‘pedagogy of discomfort’ as a model that includes the multidimensional nature of the learning process when topics carry a high emotional tariff. The evaluation of the students' experience indicated that: there was strong support among students for the project; the unique contribution of service users was affirmed; and the project appeared to increase students' awareness and capacity to practice in a divided society. The evaluation of the trainers' experience highlighted key processes in the delivery of collaborative training. The authors argue that the lessons learned are broadly applicab...

24 citations