The Representation of the Holocaust in the Soviet Press, 1941–1945

Abstract

The article presents the first in-depth examination of the representation of the Holocaust in the Soviet press during the period of its perpetration, 1941–1945. The article illustrates that alongside growing anti-Semitism, both among the population and the regime, Soviet journalists, primarily Il'ya Ehrenburg and Vasilii Grossman, reported on the suffering and murder of European Jewry. The article examines the Soviet presentation of Nazi racial theory and compares it to the representation of Nazi racial theory in the American and British press during the war. The article looks at the reasons behind Soviet press coverage of the Holocaust, such as the use of atrocities to motivate the people to fight. It also examines the way in which the Soviet press used the Nazi persecution of the Jewish population as a means of distinguishing the fascist and socialist systems and highlighting the equality of all peoples, which it claimed existed in the Soviet Union. The article examines the Soviet representation of the behaviour of the Jews under occupation, focusing on the three main attributes — resistance, dignity and the brotherhood of the peoples. In general, the article strives to illustrate that the Soviet press reported on the Holocaust during the war and recognized the racial nature of the Nazi persecution and extermination of European Jewry.     

Teaching or Preaching? The Holocaust and intercultural education in the UK

This paper looks at the manner in which the Holocaust is taught in the UK and some of the major controversies surrounding the teaching of this topic. These issues include to what extent teaching about the Holocaust is, or should be, a pure lesson in history, or whether there should be a focus on universal moral lessons. I look at various case studies in which students are confronted with moral dilemmas as a path to understanding human behaviour in the past. I also examine to what extent "shock tactics" are useful as an educational tool.     

Sounding the Holocaust,silencing the city: memorial soundscapes in today’s Berlin

Silence appears frequently in discourses of the Holocaust – as a metaphorical absence, a warning against forgetting, or simply the only appropriate response. But powerful though these meanings are, they often underplay the ambiguity of silence’s signifying power. This article addresses the liminality of silence through an analysis of its richly textured role in the memorial soundscapes of Berlin. Beyond an aural version of erasure, unspeakability, or the space for reflection upon it, I argue that these silent spaces must always be heard as part of their surrounding urban environment, refracting wider spatial practices and dis/order. When conventions are reversed – when the present is silent – the past can resound in surprising and provocative ways, collapsing spatial and temporal borders and escaping the ritualized boundaries of formal commemoration. This is explored through four different memorial situations: the disturbing resonances within the Holocaust Memorial; the transgressive processes of a collective silent walk; Gleis 17 railway memorial’s opening up of heterotopic ‘gaps’ in time; and sounded/silent history in the work of singer Tania Alon. Each of these examples, in different ways, frames a slippage between urban sound and memorial silence, creating a parallel symbolic space that the past and the present can inhabit simultaneously. In its unpredictable fluidity, silence becomes a mobile and subversive force, producing an imaginative space that is ambiguous, affective and deeply meaningful. A closer attention to these different practices of listening disrupts a top-down, strategic discourse of silence as conventionally emblematic of reflection and distance. The contemporary urban soundscape that slips through the silent cracks problematizes the narrative hegemony of memorial itself.     

“It Led to Great Advances in Science”: What Teacher Candidates Know About the Holocaust

A quarter of a century has passed since lawmakers enacted the New Jersey Holocaust education mandate, and it seems responsible and timely to ask if it, the original Holocaust education mandate, actually encouraged substantive learning about the Holocaust. Despite repeated fanfare about the mandate and its inclusion in educational curricula throughout the state, no existing studies have tested its impact. To fill the gap, this article examines the effectiveness of the New Jersey Holocaust education mandate. It does this by reviewing and analyzing a survey of teacher candidates at a large public university in New Jersey to develop data on the knowledge and attitudes about the Holocaust. The teacher candidates comprised a pool whose primary and secondary education took place under the mandate and who intend to teach within the state-mandated framework. After a review of the current state of Holocaust education, the article examines the New Jersey mandate and curriculum more carefully. It then moves on to explore the results of a mixed-methods survey given to teacher candidates at a public university in that state to offer a measure of the mandate’s success. Finally, it ends with implications for revisions of curriculum and instruction.     

Talking about emotion: how are conversations about emotion enabled in the context of social work practice education?

It is widely acknowledged that emotion is a potent force in social work practice and practice education which can have a significant impact on both practice and practitioner experience. So too, is the recognition that social work students may face higher levels of stress than their qualified colleagues—social work itself, one of the professions where workers often experience higher levels of emotional demand than do other occupational groups. In terms of professional training courses for students entering the ‘helping professions’, there is a visible theme of heightened student pressure that relates, in some way, to the practicum aspect of their qualifying course. Relatedly, there is a clear consensus that the quality of the student-Practice Educator relationship is a key determinant of student learning and student experience. This article presents the findings of a small-scale qualitative research study, investigating how conversations about emotion are enabled within supervision, from a sample of final year qualifying students (n = 4) and Practice Educators (n = 5). It intends to make a contribution to the literature concerned with the development of good practice in this area, with a particular focus on the facilitative approaches of Practice Educators and the preparation of students for professional practice.     

Who cares about the environment?

ABSTRACT

Environmental behavior substantially differs among individuals depending on their environmental attitudes, connectivity to nature beliefs, and socioeconomic profile. People who adopt an eco-friendly lifestyle and those who are unconcerned about environmental protection represent population segments with diverse characteristics. Consequently, this study aims to identify homogeneous groups based on individuals’ environmental behavior. A total of 400 Greek citizens completed a self-report questionnaire. We used behavioral items adopted from previous studies to measure environmental behavior and background variables to assess the socio-demographic profile of the respondents. Additionally, we used the well-established measures of Connectedness to Nature Scale (CNS) and New Ecological Paradigm Scale (NEP) to measure people's relatedness with nature and their ecological beliefs separately. Multivariate Cluster Analysis results indicated that participants can be grouped into two broad segments, named moderate eco-friends and non-environmentalists. Individual differences between the clusters were detected with respect to gender, education, connectedness to nature and ecological worldview.     

“Peaceful coexistence?” Jewish and Muslim neighbors on the eve of the Holocaust

Before the Holocaust, Jews and Muslims lived in close proximity in the kresy (borderlands) of northeastern Poland. While an abundance of literature exists on Jewish-Christian relations in Poland, no scholarly comparison of the history of coexistence specifically between Jews and Muslims in this territory has previously been done. This article is the first to document the living situation of these two Abrahamic faith minorities in interwar Poland. In a handful of small villages and even larger towns, they traded together on the market square, Muslims bought their meat from the local Jewish shochet, the Jews received fresh vegetables from their Muslim neighbors, and they even celebrated certain religious holidays together. These stories complicate previous arguments of self-imposed minority separateness which argue that social interactions between Jews and non-Jews were uniformly minimal and superficial.     

What students’ Facebook posts teach us about the identity challenge in field placements abroad

ABSTRACT

Facebook is a common tool that enables students to publicly express their emotions, thoughts, experiences, and knowledge. On the assumption that the personal narratives of students can provide deep insights into their learning processes during practical training programs, the article presents content analyses of Facebook posts written by Israeli students who participated in an international social work field placement program in India. Content analysis of the students’ posts reveals that they grappled with their personal and professional identities as part of the learning process that occurred while they were formulating their professional identity as social workers. The analysis elicited three main themes: (1) awareness of the national identity; (2) exploration of other identities (personal, professional, and global); and (3) an attempt to contain multidimensional identity. The students discussed the main challenges they faced in the process of formulating an identity that will enable them to engage in international social work, and they described the fluctuations that occurred in those identities. The results show how public Facebook posts can be used as a tool to shed light on the contribution of social work education in international field placements, and provide insights into the learning processes that students experience in field placements abroad.     

What Is Different about the Profile of the Social Entrepreneur?

In recent years, the term social entrepreneur has become increasingly common in academic and business circles. Social entrepreneurs engage in a variety of activities, but always with the intention of solving social problems. Social entrepreneurs are not merely people who perform acts of charity; they have an evident desire to improve social well‐being and develop projects with long‐term vision. The creation of sustainable social value is a key characteristic that differentiates them from well‐meaning individuals who simply engage in charitable works. There are, however, significant gaps in our understanding of social entrepreneurs and few empirical studies on the subject. This present study attempts to identify the characteristics of more socially oriented entrepreneurs, using sociodemographic variables and the theory of universal values toward work. Analysis of a sample of approximately 400 people shows that more than half of entrepreneurial orientation can be explained through the possession of the values of self‐enhancement (with an inverse relationship in this case), self‐transcendence, and conservation. The theory of universal values has proved extraordinarily useful for studying the characteristics of social entrepreneurs.     

“Lost Childhood”—Lessons from the Holocaust: Implications for Adult Adjustment

This paper was written in memoriam to the one and a half million children murdered during the Holocaust; in celebration of the tiny percentage who survived; in honor of their rescuers, the Righteous Christians and in meeting our own responsibility as survivors to bear witness.     

‘Nothing about us without us’: the emerging disability movement and advocacy in China

The disability movement and disabled persons’ self-help organizations (DPOs) are emerging in China, some of which succeeded in promoting policy and social changes with special strategies. Based on an original survey and interview, this article explains the development and survival strategies of China’s DPOs, and especially interprets some successful cases of social advocacy and policy advocacy in the emerging disability movement. It is hoped that scholars will pay more attention to the advocacy and public engagement of the disability community in non-western settings in the future.     

Emoji: What does the scientific literature say about them?-A new way to communicate in the 21th century

Communication is really complex and beyond the verbal communication, it involves the transmission of abstract and concrete information using both verbal and nonverbal symbols. In June-July 2017 we performed a systematic search in the electronic database PubMed in order to better understand the impact of “emoji” in the scientific community. We considered eligible for the systematic review original articles, letters, brief reports, short communications web articles (written in English, French, Italian or Spanish) without any temporal limit and using the keyword “emoji” The literature search yielded 5 publications. The studies were published between 2015 and 2017. Two authors tried to associate emoji to specific feelings. Huesch et al. analyzed 1.7 million unique interactions and stories associated with breast cancer screening keywords generated on Facebook. Skiba in his short communication describes the history of emoji and proposed to develop a set of emoji that could be used to improve the management of their patients’ health. Bourzac in her short communication, says that at the first-ever Emojicon in California, a group of science enthusiasts and designers worked on proposals for several new science-themed emoji, in order to better express themselves. Although the scientific literature about emoji is very few, their psychological and emotional significance is very fascinating, and they could have an interesting application in public health to improve the physician–patient interaction.     

Debating,obfuscating and disciplining the Holocaust: post-Soviet historical discourses on the OUN–UPA and other nationalist movements

After the dissolution of the Soviet Union the archives of the former republics and satellite states of this multiethnic empire were opened. This allowed historians to investigate the history of nationalist and radical right organisations and armies that, during the Second World War, had been involved in the Holocaust and other atrocities. Among them was the Organisation of Ukrainian Nationalists. For a long time the history of these movements was unknown or distorted by Soviet propaganda and propagandist publications written during the Cold War by veterans of these movements living in the West and cooperating with Western intelligence services. The dissolution of the Soviet Union was simultaneously accompanied by the “rebirth” of nationalism that was not free from antisemitism and racism, and which triggered different types of nationalist distortions of history and obfuscations of the Holocaust. Post-Soviet historical discourses were shaped not only by journalists or political activists, but also by radical right historians. These discourses impacted as well on historians who in general were critical of the post-Soviet rehabilitation of nationalism, war criminality or East Central European fascism. Concentrating on Ukrainian and Polish history, this article explores how the radical right historical discourses appeared in the post-Soviet space, what types of historians were involved in them and what kinds of distortions and obfuscations have predominated.     

What I like about living in Hong Kong...

I have been to Hong Kong twice,in spring and in fall,and I have always had a great time.The weather was very nice,so I did some sightseeing.I went to the peak,which is the highest point     

Teachers’ Attitudes about the Integration of Roma:the case of Spain

This article, taking data from my thesis dissertation, examines the attitudes of Spanish teachers towards Roma children (and other ethnic/cultural minorities) in their schools, and the role that teachers, schools, parents and the community play with regard to the integration of Roma in schools and in society. Although teachers’ views of Roma are, on the whole, positive, confusion between acculturation and integration exists in some cases. With the intention of shedding some light on these attitudes, the Roma community within Spain's multicultural context is introduced, and general data provided.

This work is based on original research undertaken in 1996/97, mainly through questionnaires distributed in state primary schools consisting of 25% or more ethnic/cultural minorities. The questionnaire included both closed and open questions.