Severing a historical bond: the implications of divorcing human rights from Holocaust education
In: Holocaust studies: a journal of culture and history, Band 26, Heft 3, S. 306-328
ISSN: 2048-4887
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In: Holocaust studies: a journal of culture and history, Band 26, Heft 3, S. 306-328
ISSN: 2048-4887
In: Journal of political ideologies, Band 20, Heft 1, S. 86-108
ISSN: 1469-9613
In: Journal of political ideologies, Band 20, Heft 1, S. 86-108
ISSN: 1356-9317
In: German politics and society, Band 32, Heft 4, S. 87-89
ISSN: 1045-0300, 0882-7079
In: Genealogy: open access journal, Band 6, Heft 1, S. 18
ISSN: 2313-5778
Much has been written about the representation of the Holocaust in Israel, but there is less awareness to its effects on attitudes toward democracy and the universal meaning of human rights. Representations of the Holocaust by Israeli socialization agents usually focus on hatred toward Jews, disregarding the broader theoretical-ideological context. This tendency is typical to groups that suffered such severe traumas in their past. Nonetheless, we argue that it does not allow a healing process and fosters a reduced perspective on the essential principles of democracy. It also particularizes the concept of human rights, thus excluding those of "others," such as Palestinians. We further argue that a more extensive perspective on the Holocaust, which includes an understanding of Nazism within an ideological mosaic that denies democratic principles and humanity, may strengthen Israelis' identification with democratic principles and universal human rights. We analyze the different approaches to teaching the Holocaust in the context of the collective trauma and explore their impact on society's sense of victimhood and moral injury. The paper ends with a suggestion for further research that will explore the possibility that a school curriculum that emphasizes universal lessons will enable the memorialization of the Holocaust without succumbing to nationalistic perceptions.