Difficult Memories: Talk in a (Post) Holocaust Era attempts a difficult cross-cultural discussion. These scholars agree that the Holocaust is not just in the past – it is with us in memory. Professors and students alike – whether European, American, or Canadian, or whether Holocaust survivors – second or third generation Jews «after» the event are affected/effected by this haunting memory. Here scholars attempt to grapple with trauma, horror, anti-Semitism, hatred, murder, guilt, mourning, and anger – all the unthinkable subject matters that are usually squashed out of our curricula. The authors explore Holocaust issues via fiction, philosophy, science education, historiography, psychoanalysis, and autobiography as they relate to the curriculum studies. These scholars discuss the importance of keeping the Holocaust present in memory by making it a difficult subject matter which needs to be integrated into the curriculum especially as we enter the twenty-first century when many Holocaust survivors will die. This is our duty and our call – our responsibility as educators.
New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien, 2002. 278 pp.
Contents: William F. Pinar: Foreword – Marla Morris: A Difficult Road: Talk in (Post) Holocaust Voices – Grace Feuerverger:
My Yiddish Voice – Alan A. Block: «If I Forget Thee...Thou Shall Forget»: The Difficulty of Difficult Memories – Claudia Eppert:
Throwing Testimony Against the Wall: Reading Relations, Loss and Responsible/Responsive Learning – Jutta Schamp: Shadows from
the Inside Out: The Construction of Memory as a Space-in-Between – James R. Watson: Philosophy and Reified Consciousness in
the Age of Genocide – Judy Goldsmith: Three Germanies – William Campbell Doll: The Boiling Pot – David Blades: The Gentle
Touch of Kedoshim – Dennis Sumara: Inventing Subjectivity in Post-Holocaust Times: A Narrative of Catastrophe and Slow Accumulation
– John A. Weaver: Silence of Method – Belinda Davis/Peter Appelbaum: Post-Holocaust Science Education – Mary Aswell Doll:
Portraits of Anti-Semites – David W. Jardine: «The Way to God and a True Life»: A Spiel on Martin Heidegger, Edmund Husserl
and the Necessity of Interpretation to a Livable Pedagogy – Marla Morris: Curriculum Theory as Academic Responsibility: The
Call for Reading Heidegger Contextually – Karen Anijar/Barbara Mascali: How Can We Speak at All?