Panel 7: Survival Strategies

Panel 7: Survival Strategies Moriya Rachmani, Ben-Gurion University, Israel: “Rituals in Concentration and Extermination Camps and Near Death Situations: Existence, Order, Identity” Download paper (login required) Barbara Hutzelmann, Ludwig-Maximilians University, Germany: “‘I Didn’t Want to Die.’ Jewish Children’s Strategies of Survival in Slovakia: Chances and Limitations" Download paper (login required) Liviu Carare, The Romanian Academy “George Bariţiu” Institute of History, Cluj-Napoca, Romania: "Jews of Czernowitz (1941-1942): Murder, Ghettoization and Deportation" Download paper (login required) Chair: Alexis Herr and Adara Goldberg, Clark UniversityComment: Johannes Lang, Danish Institute for International Studies, Copenhagen

Panel 4: Transnational Memory of Mass Violence

Panel 4: Transnational Memory of Mass Violence Anne Waehrens, University of Copenhagen/Danish Institute for International Studies, Denmark: “Is There a Shared European memory? Holocaust Remembrance in the European Parliament after 1989" Download paper (login required) Ran Zwigenberg, City University of New York: “The Hiroshima-Auschwitz Peace March and the Globalization of Victimhood” Download paper (login required) Mark Zaurov, University of Hamburg, Germany: "The Current Situation of Human Rights for Deaf People with Respect to the Deaf Holocaust" Download paper (login required) Chair: Natalya Lazar and Jody Manning, Clark UniversityComment: Ken McLean, Clark University

Considering the Moral Complexity of Adolescents in Divided Societies

This paper focuses on adolescents who live in divided societies and how they navigate those divisions as they develop as civic actors. The study sites are Northern Ireland, South Africa, and the United States. In each setting we collected surveys, conducted focus groups with teachers and students, and followed students through the 9th and 10th grades in a case study classroom. In all locales, the students used materials from Facing History and Ourselves, and their teachers had participated in workshops on using those materials. In this paper we follow a case study student from the United States who provides a particularly complex look at issues of division and ethical civic development. The student, Pete, is a white immigrant from South Africa, studying in a multi-ethnic and multi-racial school in the United States. He confronts his South African legacies in the context of a foreign school system, which is working to help U.S. students confront their own legacies. Across two, one-semester, citizenship classes, Pete shows us the tension between an academic stance and a moral/emotional stance. When moral dilemmas become complex for him, he begins to lose his ability to judge. Teacher support and guidance is critical to help students like Pete learn to hold their moral ground, while understanding why others act as they do.