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2011, Israel Affairs
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4 pages
1 file
AI-generated Abstract
This book investigates the complex and often contentious relationship between Arab discourse surrounding the Holocaust and the political context of the Israeli-Palestinian conflict. Through thorough research, the authors, Meir Litvak and Esther Webman, explore how Holocaust narratives have developed within the Arab world, examining the reasons behind both denial and recognition of the Holocaust. The study emphasizes that many Arabs perceive the Holocaust through the lens of their historical and ongoing conflict with Israel, thereby complicating their responses. The authors also highlight a shift among some Arab intellectuals towards recognizing Holocaust events separately from the Israeli-Palestinian issue, suggesting a potential for improved discourse.
Israel Studies, 2003
Perceptions of the Holocaust Among Young Muslims in Berlin, Paris and London. In G. Jikeli and J. Allouche-Benayoun (eds.). Perceptions of the Holocaust in Europe and Muslim Communities. Sources, Comparisons and Educational Challenges, 2013
2021
The Washington Institute seeks to advance a balanced and realistic understanding of American interests in the Middle East and to promote the policies that secure them. The Institute is a 501(c)3 organization; all donations are tax-deductible.
The way people think about the Holocaust is changing. The particular nature of the transformation depends on people’s historical perspectives and how they position themselves and their nation or community vis-à-vis the tragedy. Understandably, European Muslims perceive the Holocaust as less central to their history than do other Europeans. Yet while the acknowledgement and commemoration of the horrors of the Holocaust are increasingly important in Europe, Holocaust denial and biased views on the Holocaust are widespread in European Muslims’ countries of origin. In this book, a number of distinguished scholars and educators of various backgrounds discuss views of the Holocaust. Problematic views are often influenced by a persistent attitude of Holocaust denial which is derived, in part, from discourses in the Muslim communities in their countries of origin. The essays collected here explore the backgrounds of these perceptions and highlight positive approaches and developments. Many of the contributions were written by people working in the field and reflecting on their experiences. This collection also reveals that problematic views of the Holocaust are not limited to Muslim communities.
The article explores how the Holocaust is represented in history textbooks for Palestinian pupils in the Palestinian and Arab-Israeli curricula from a pedagogical perspective. Since no mention of the Holocaust was found in Palestinian Authority (PA) textbooks, the study seeks to explain why this is so, while examining representations of the Holocaust in the Arab (Palestinian) Israeli textbooks. It pursues four principal objectives: (1) To investigate the extent to which Israeli and Palestinian history textbooks discuss the Holocaust; (2) To examine how it is portrayed; (3) To contextualize these portrayals in relation to collective memories of other events (e.g. the Nakba); (4) To consult with Israeli and Palestinian curriculum policy-makers regarding the inclusion or omission of the Holocaust from the curriculum.
The Multicultural Challenge in Israel, eds.: Avi Sagi and Ohad Nachtomy, New York: Academic Studies Press, 2009
Recognizing the suffering of the other is a difficult and complicated concept. It is difficult not only for two nations fighting each other, but also for people who believe in democratic values like tolerance and human rights.
Holocaust studies, 2019
The Israeli discourse has always reflected a tendency to ground Holocaust memory in a particularistic perspective. This perspective involves a disproportionate focus on the suffering of the Jewish people and exclusion of any consideration of the suffering of other peoples, especially the Palestinians. The present article emphasizes that this approach leads to an artificial severance of the Holocaust from an issue that is integral to its historic development: the violation of human rights. The Holocaust could not have occurred without the license and justification for violating human rights; indeed, the Holocaust is, ultimately, an extreme manifestation of the violation of human rights. The present article highlights that in the last decade the Israeli tendency to detach the Holocaust from education about human rights has been justified in the academic literature produced elsewhere in the world. But whereas in Israel the divorce of the concept of human rights from Holocaust education has led to apathy about the violation of the Palestinians' rights and consequently to the perpetuation of the Israeli-Palestinian conflict, now, paradoxically, the conflict and the infringement of the Palestinians' rights have made it more difficult for those outside Israel to write about the Holocaust in the context of human rights. The article assumes that the suppression of the historical link between the Holocaust and the violations of human rights that preceded the mass murder of the Jews deprives students of the ability to understand the repressive and destructive potential of modern political systems and of the human beings who live and operate within them. At the same time, this educational tendency also leaves them ignorant of the crystallization of the most significant emancipatory achievement of modern times: the Universal Declaration of Human Rights (UDHR). The article concludes that it is necessary to pursue qualitative research into how Holocaust education in Israel affects Israelis' perception of the Other, and especially the Palestinian. It also recommends a study of the extent to which the overtones of the Israeli-Palestinian conflict in the literature influences the severance of Holocaust from education about human rights outside Israel as well.
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