Family Involvement and Holocaust Salience among Offspring and Grandchildren of Holocaust Survivors

The present research focuses on family involvement reported by offspring and grandchildren of Holocaust survivors (OHS and GHS, respectively). Study 1 included a convenience sample of 75 participants, divided into 2 groups (36 OHS and 39 comparisons). Study 2 included a convenience sample of 92 dyads of OHS and GHS. Both samples completed the Family Involvement Questionnaire and the Holocaust Salience Scale. In line with the hypotheses, Study 1 found that, relative to comparisons, OHS presented greater familial involvement. Only OHS with strong family involvement showed higher Holocaust salience than comparisons. Study 2 showed higher familial involvement among OHS as compared to GHS, and significant parent-child correlations. The results show that family involvement is related to intergenerational transmission of the trauma, especially among OHS. Yet, among OHS and GHS, parents’ and children’s family involvement were associated. The theoretical and practical implications of these findings are discussed.     

Learning Economics: A Cautionary Tale

This essay supports Etzioni's (2015) “The Moral Effects of Economic Teaching” by conceptually analyzing the way that classical economics depicts the worldview of humankind and the methodology of its presentation to students and the general public. The essay concludes (with Etzioni) that this combination can create a morally corrupting paradigm for the student in search of truth.     

The Boy in the Striped Pajamas: Critical Analysis of a Film Depiction of the Holocaust

Film depictions of the Holocaust have become a ubiquitous part of social studies education, as many states have mandated Holocaust or genocide curricula in recent years; however, the quality of such curricula varies greatly, as does the level of teacher preparation for Holocaust-based instruction. Given the increase in mandates and the lack of more rigorous content knowledge expertise, many teachers turn to films, such as The Boy in the Striped Pajamas, to represent, for students, the horrors of the Holocaust. The film, however, is deeply problematic in several ways—historical inaccuracy, questions of agency and gender, and an overarching message that represents a potentially dangerous interpretation of responsibility for the greatest crime in human history. This article explores the failings of The Boy in the Striped Pajamas and proposes strategies that teachers may use to mitigate the film’s shortcoming and to provide for a valuable learning experience for students.     

Holocaust Child Survivors and Child Sexual Abuse

ABSTRACT

This study utilized a qualitative analysis of child survivors of the Holocaust who were sexually abused during World War II. The research study aimed to give this specific group of survivors a voice and to explore the impact of multiple extreme traumas, the Holocaust and childhood sexual abuse, on the survivors. Twenty-two child survivors of the Holocaust who were sexually abused during the war completed open-ended interviews. The data was qualitatively analyzed according to Tutty, Rothery, and Grinnell's (1996) guidelines. Three major themes were found: issues relating to the sexual abuse trauma, survivors' perceptions of the abuse, and survivors' general perspectives towards life. The identity of the offenders, Jewish or non-Jewish, determined the survivors' feelings towards themselves, the perpetrators, and about the worth of life.     

Conflicting Holocaust narratives in Moldovan nationalist historical discourse

The effort to build a patriotic, usable past for Moldova has led important Moldovan post‐Soviet historians of the pan‐Romanian school to de‐emphasize and rationalize the Holocaust for fear of it staining a national myth grounded in Romanian victimization narratives. Much of this strategy has been focused on the Jewish connection to Soviet communism in interwar greater Romania, which supposedly undermined the Romanian state and thereby warranted a public outcry against the Jews. The construction and use of this interwar “mismemory” has been mimicked by post‐Soviet historians in recent years, whereby greater social, political and economic problems are glossed over in preference for a specifically threatening Jewish anti‐Romanianism. One’s position on this historical debate is seemingly important enough to influence one’s national credentials in the public forum.     

Infant Trafficking and Baby Factories: A New Tale of Child Abuse in Nigeria

Baby factories are new systematic abuse structures that are promoting infant trafficking, neo‐slavery and the exploitation of young women with unwanted pregnancies in Nigeria. Since this practice was first described in 2006, it has been growing rather than abating. This paper reviews the scientific literature, along with media reports, and critiques this phenomenon from a children's rights' perspective. Children born into baby factories are denied various civil rights. They also suffer abuse in the baby factories and as a consequence of being born in such places. This abuse can be classified into immediate and long term. Immediate abuse includes inadequate care and its repercussions, denial of birth registration, illegal adoption and murder. Long‐term or delayed abuse that they may be exposed to includes health‐related consequences, neglect, death, child labour, prostitution and other sexual abuse, organ trafficking and recruitment as child soldiers. Various factors are thought to drive the baby factory phenomenon which include poverty, high infertility rates and the profitability of local and inter‐country adoptions. Programmes directed at addressing the root cause of the problem are needed in order to eliminate infant trafficking. Also, clear laws that delineate inter‐country adoption and infant trafficking need to be enacted. Most importantly, baby factories need to be recognised as child trafficking routes. Copyright © 2015 John Wiley & Sons, Ltd.

‘New systematic abuse structures that are promoting infant trafficking, neo‐slavery and the exploitation of young women’

Key Practitioner Messages:

• A new type of child abuse and human trafficking that targets infants has emerged in Nigeria in what are described as ‘baby factories’.
• Baby factories are criminal entities that exploit young girls with unwanted pregnancies and the practice is growing.
• Children born in baby factories suffer a range of immediate abuses and are exposed to long-term abuses.
• Baby factories violate several articles in the Convention on the Rights of a Child.

‘Criminal entities that exploit young girls with unwanted pregnancies’

Citing Literature

Number of times cited: 5

• Olga B. A. van den Akker , Cross-Border Surrogacy , Surrogate Motherhood Families , 10.1007/978-3-319-60453-4_8 , (199-230) , (2017) . Crossref
• Olusesan Ayodeji Makinde, Clifford Obby Odimegwu and Stella O. Babalola , Reasons for Infertile Couples Not to Patronize Baby Factories , Health & Social Work , 42 , 1 , (57) , (2017) . Crossref
• Peter Sidebotham , Kneeling on Mung Beans , Child Abuse Review , 25 , 6 , (405-409) , (2017) . Wiley Online Library
• Olusesan Ayodeji Makinde, Olufunmbi Olukemi Makinde, Olalekan Olaleye, Brandon Brown and Clifford O. Odimegwu , Baby factories taint surrogacy in Nigeria , Reproductive BioMedicine Online , 32 , 1 , (6) , (2016) . Crossref
• Olusesan Makinde, Bolanle Olapeju, Osondu Ogbuoji and Stella Babalola , Trends in the completeness of birth registration in Nigeria: 2002-2010 , Demographic Research , 35 , (315) , (2016) . Crossref

Volume 25 , Issue 6 November/December 2016

Pages 433-443     

The Politics of Recognition: Jewish Refugees in Relief Policies and Human Rights Debates, 1945-1950

This essay analyses the place of Jewish survivors in the refugee system established by the West in the aftermath of the Second World War. Departing from the literature of trauma and mourning, this article addresses Holocaust survivors as migrant refugees subjected to international categorisations, relief policies and human rights debates. Between 1945 and 1950, Jewish refugees were recognised as an ideal-type community of victims by western humanitarianism. Recognition entailed symbolic and material entitlements, and eventually rewarded Holocaust survivors with historical, political and territorial vindication. As opposed to other refugee groups who entered the market of international compassion in the 1940s, Jewish refugees were granted full status of political victims.     

The Politics of Recognition: Jewish Refugees in Relief Policies and Human Rights Debates, 1945–1950

This essay analyses the place of Jewish survivors in the refugee system established by the West in the aftermath of the Second World War. Departing from the literature of trauma and mourning, this article addresses Holocaust survivors as migrant refugees subjected to international categorisations, relief policies and human rights debates. Between 1945 and 1950, Jewish refugees were recognised as an ideal-type community of victims by western humanitarianism. Recognition entailed symbolic and material entitlements, and eventually rewarded Holocaust survivors with historical, political and territorial vindication. As opposed to other refugee groups who entered the market of international compassion in the 1940s, Jewish refugees were granted full status of political victims.     

“As Far as They Knew I Came from France”: Stigma,Passing, and Not Speaking about the Holocaust

Today we recognize that storytelling plays an important role in helping survivors of traumatic episodes such as sexual abuse, military combat, or genocide refashion a sense of self and “work through” their traumatic experiences. But before the Holocaust was named and widely acknowledged and the diagnosis of post‐traumatic stress had emerged, survivors of Hitler's genocidal policies struggled to tell their stories in a world that did not particularly wish to hear them. While most accounts of Holocaust survivors’ postwar experiences focus on themes of redemption, adjustment, and integration, my analysis of interviews with Holocaust survivors suggests during their first two decades living in the United States they were often silenced by individuals they encountered. I use Goffman's analysis of stigma to document how and why this silencing occurred, and with what consequences, providing an account of the interactions survivors had with family members, neighbors and acquaintances, and the strategies of identity management that survivors devised.     

Teaching Policy Practice in a Global Context

Abstract

Rapid global change, massive world migration, and increasing political and economic uncertainty demand that policy practice be taught from a global perspective. If social work students are to be effective policy practitioners and advocates, they need skills to consider local, national, international, and global issues as the context for policy analysis and action. This paper focuses on implementation of a new policy practice course built on the foundation of international human rights emphasizing comparative policy analysis and principles of liberty, equality and justice within a social development perspective. Recommendations include assignments, suggested texts, and classroom activities.     

Teaching Children about the Global Economy: Integrating Inquiry with Human Rights

Although children are already part of the global economy, they often have little understanding of its influence without explicit instruction. The article focuses on recommendations for teaching elementary students in grades three through five about the global economy utilizing the pedagogical recommendations from the National Council for the Social Studies and curricular and pedagogical suggestions from economic educators, human rights educators, and research. The author advocates using the inquiry arc to actively engage students in learning and integrating a human rights perspective, along with an economic perspective, to broaden students' understanding of the global economy. Economics helps young students learn why their clothes and toys are produced in different countries while human rights education enables them to comprehend the lives of workers who produce their clothing and toys. The inquiry arc also offers opportunities for young students to take action when they encounter human rights abuses during the production of their toys and clothing. Children are not only prepared for their future role as citizens but act as citizens while they are still children concerned about the human rights of all people involved in producing their clothes and toys.     

Child Care as a Human Right: A New Perspective on an Old Debate

SUMMARY

A range of international human rights documents recognize the importance of child care for both parents and children, including the Convention on the Rights of the Child, the Convention on the Elimination of All Forms of Discrimination Against Women, and the International Covenant on Economic, Social and Cultural Rights. While domestic advocates within the United States have long argued for an expansion of government-supported child care, the significance of child care's status as an international human right has not been explored. In other nations, international law has played an important role in spurring governments to expand childcare services. Reframing the child care issue in the United States as a question of international human rights could be an effective way to enlist new allies, posit new paradigms, re-energize the child care debate and shift the domestic focus toward more progressive models.     

Recent Happenings in the Social Studies

Students often bring considerable prior information about the Holocaust to their study of the event, with much of that knowledge being inaccurate or incomplete. In addition, the Shoah's complexity necessitates that teachers establish a well-defined framework as they introduce the topic to their students. This article outlines an opening lesson for a Holocaust unit in which students develop a definition of the event by completing a multistep process that deconstructs the United States Holocaust Memorial Museum's definition of the Shoah. Through this process, teachers gain valuable information about students’ prior knowledge while establishing a structured approach to the teaching of the event. In addition, students’ content knowledge of the Shoah is expanded as critical topics about the event are introduced at the start of their study of the topic.     

Holding on to history and each other: The unexpected LGBTQ legacy of a Czech Holocaust survivor and a Torah scroll from her hometown

Abstract

A Czech Holocaust survivor rescued by a Kindertransport in 1939; a long-lost Torah scroll, rediscovered in 1964, from a Jewish community wiped out in World War II; a German American lesbian who converted to Judaism in 2001. Three disparate stories, unfolding decades apart, converge in one memorable encounter, a Kristallnacht commemoration in Los Angeles organized by Beth Chayim Chadashim (BCC), the world’s first LGBTQ synagogue, which leads to an enduring friendship and fresh insight into contemporary queer Jewish life. In this personal essay, longtime BCC member Sylvia Sukop interweaves history and autobiography to explore the beauty and power of ritual, the resonance of the “Choose life” passage in Deuteronomy that her congregation reads from its rescued Czech scroll every Yom Kippur, and the many forms that good deeds and survival can take. Progressive faith communities, the author suggests, and the traditions in which they are rooted make space to witness and affirm the fullness of one another’s humanity, bridging differences and fostering unexpected kinship in a brutally divisive world.     

Teaching the Holocaust in the USA: A German perspective

This paper is based on a doctoral dissertation that examined various aspects of Holocaust education in two societies: the United States and Germany. This cross-national, ethnographic study attempted to shed light on the way in which the history of the Holocaust is taught in Germany. The observations made in this study are based on a longitudinal study of a 3 rd grade classroom in a New Jersey school. Rather than concentrating on the results of the dissertation, this paper discusses issues related to cross-national studies such as: analyzing US Holocaust Education as a German researcher (an outsider), communication between a German researcher and a US Teacher, and the relevance of the American Experience for German elementary school pedagogy. Der Beitrag basiert auf einer Dissertation, die die Frage diskutiert, ob und wie der Holocaust ein Thema für Grundschulkinder sein kann. Es handelt sich um eine interkulturelle ethnographische Studie mit dem Schwerpunkt USA und Deutschland. Intendiert wird nicht ein Vergleich, sondern durch die Untersuchung einer anderen kulturelle Perspektive soll die Diskussion in Deutschland differenziert werden. Im Mittelpunkt steht eine mehrja‐hrige Fallstudie des Unterrichts einer Lehrerin im 3. Schuljahr in New Jersey. Der Beitrag referiert weniger die inhaltlichen Ergebnisse, sondern konzentriert sich vielmehr auf die Problematik einer interkulturellen Studie: Auf die Analyse der amerikanischen Holocaust Education aus deutscher Perspektive, auf die Kommunikation zwischen einer deutschen Forscherin und einer amerikanischen Lehrerin und auf die Relevanz der amerikanischen Erfahrungen für die deutsche Grundschulpa‐dagogik.     

I'm Not for Sale: Teaching About Human Trafficking

Even though slavery is illegal in all countries, it is still practiced in the form of human trafficking. In fact, there are about twenty-five million men, women, and children who are victims of human trafficking, a 150-billion-dollar industry that affects every country across the globe. Modern communications, such as the Internet and cell phones, exacerbate the problem of human trafficking and law enforcement faces enormous challenges in detecting, arresting, and prosecuting human traffickers. Victims, fifty percent of whom are children, are sold into prostitution, forced marriages, and forced labor in sweatshops, agriculture, and mining. Additionally, some victims are forced into armed conflicts as children; others are killed and their organs are harvested and sold on the black market. It is estimated that 50,000 victims are brought into the United States annually. Human trafficking is a moral outrage, as well as a violation of American and international law. Social studies education must teach about this egregious human rights violation and encourage students to become involved in stopping this modern-day slavery. By incorporating lessons into their curricula, all teachers can help produce young citizens dedicated to protecting human rights for all people.     

“Such Hatred Has Never Flourished on Our Soil”: The Politics of Holocaust Memory in Turkey and Spain

In this article, we analyze local Holocaust Remembrance Day (HRD) ceremonies promoted by the International Holocaust Remembrance Alliance (IHRA) in Spain and Turkey. We investigate whether these memory practices have the potential to lead to a cosmopolitan engagement with the host countries’ own pasts. Focused on the same memorial events in highly contrasting and diverse national contexts, this article examines how supranational memory discourses are adopted and reinterpreted within the nation‐state framework. Our ethnographic observation of the commemorations and analysis of the speeches between 2011 and 2018 in Turkey and 2005 and 2018 in Spain show that the Spanish ceremony can be defined as porous and to a certain degree open to multivocality—given the participation of different mnemonic communities—while the Turkish one is sealed and does not allow for the possibility of disrupting its self‐congratulatory national memory narrative. Paradoxically, in both cases, especially in Turkey, the national legitimation profiles are bolstered by the universal frameworks that Holocaust memory provides. Even though memory travels transnationally, the nation‐state still is the most powerful translator of this past. This results in the rendition of pre‐Holocaust nostalgic pasts as a multicultural heaven where different groups, including the Jewish community, lived in harmony.