In recent decades there has been a great deal of scholarly and scientific work examining both the impact and the transmission of trauma. The focus of this thesis is the transmission of the trauma of genocide and large-scale historical traumas, specifically that seen in the Holocaust and the missionization of the California Indians in the 18th century. Through the analysis of the autobiographical narratives composed by three generations of Holocaust survivors, as well as one composed by a later generation descendant of the California Mission Indians, I argue that silence is not only a manifestation of trauma but also a tool of its transmission. I further argue that when this silence is broken and the stories are told we begin to see a shift in the traumatic memory away from re-traumatizing the later generations and toward preserving an accurate historical memory without the significant psychological cost to the later generations. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Cannot copy abstract. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012

The subject of this thesis is the development of Holocaust commemoration in the city of Vancouver, British Columbia in the period between 1943-1975. In much of the current literature, the two decades following the Second World War are considered to have been a time when the Holocaust was virtually absent from the public discourse of North American Jewry. Commemoration, according to this view, is said to have been a private affair limited to survivors, a situation which changed only after the appearance of neo-Nazism in the early 1960s, the trial of Adolf Eichmann in 1961, and particularly in the wake of the Arab-Israeli wars of 1967 and 1973. Based on my own study of the oral and documentary materials pertaining to Warsaw Ghetto memorials in Vancouver, I argue that these assessments, which are largely based on the official announcements and priorities of the national Jewish leadership, are of limited value in a community context, where there is evidence of a considerable variety of responses to the murder of European Jewry long before the awareness-raising events said to have initiated "Holocaust consciousness".

The subject of this thesis is the development of Holocaust commemoration in the city of Vancouver, British Columbia in the period between 1943-1975. In much of the current literature, the two decades following the Second World War are considered to have been a time when the Holocaust was virtually absent from the public discourse of North American Jewry. Commemoration, according to this view, is said to have been a private affair limited to survivors, a situation which changed only after the appearance of neo-Nazism in the early 1960s, the trial of Adolf Eichmann in 1961, and particularly in the wake of the Arab-Israeli wars of 1967 and 1973. Based on my own study of the oral and documentary materials pertaining to Warsaw Ghetto memorials in Vancouver, I argue that these assessments, which are largely based on the official announcements and priorities of the national Jewish leadership, are of limited value in a community context, where there is evidence of a considerable variety of responses to the murder of European Jewry long before the awareness-raising events said to have initiated "Holocaust consciousness". / Arts, Faculty of / Classical, Near Eastern and Religious Studies, Department of / Graduate

by Jackelyn Marcus. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

This is a study of the ways in which the past is inscribed in sound. It is also an examination of the role of concert music in the invention of cultural memory in the wake of the Second World War. And finally, it is a study of the creation and early American reception of A Survivor from Warsaw, a cantata written in 1947 that became the first major musical memorial to the Holocaust. It remains uniquely significant and controversial within the larger oeuvre of its composer, Arnold Schoenberg (1874-1951). Historians interested in the chronologies and modalities of Holocaust memory have tended to overlook music’s role as a carrier of meaning about the past, while other media of commemoration have received far greater scrutiny, be they literary, cinematic, or architectural. And yet, A Survivor from Warsaw predated almost all of its sibling memorials, crystallizing and anticipating the range of aesthetic and ethical concerns that would define the study of postwar memory and representation for decades to come. It also constituted a uniquely personal memorial that may be read not only as a work of Holocaust art but also as a profoundly autobiographical document, one that sheds light on constellations of particularist identities often hidden beneath the “universalist” veil of one of the twentieth-century’s most iconic musical figures. Ultimately, this study seeks to articulate an under-examined linkage between modernism and memory, while arguing methodologically for the importance of sound in the contemporary practice of cultural history.

Thesis (D.A.)--Illinois State University, 2000. / Title from title page screen, viewed May 2, 2006. Dissertation Committee: Lawrence McBride (chair), Donald E. Davis, Niles Holt, Alvin Goldfarb. Includes bibliographical references (leaves 291-296) and abstract. Also available in print.

The first half of the twentieth century was in many ways a watershed era for women and their role in British society. The world wars ushered in a time of unprecedented change. The wars opened positions for women outside of the home, making it a more accepted practice; the government recruited and drafted women not just for work but for active service. Looking at these changes, the shifts in women’s roles in British society can be reflected by the more extreme cases of this shift, focusing on the experiences of female spies. This paper serves to demonstrate that the involvement of female spies in WWI and WWII is a useful indicator in the shift of women’s role in British society during this span of time. Alongside the goals of the government, this paper aims to analyze the broader shift in gender roles. Focusing in on the micro-history of spies, this study explores the evolution of the experience of female spies from WWI to WWII, reflecting the same kinds of changes taking place in the experience of the everyday British woman. Then, by focusing in on the struggle for agency that British female spies faced in the second world war, the study directly relates their attempts with those of the everyday British woman. War did not simply generate a change, a quick and sudden reversal of gender roles. Instead, the war afforded women opportunities to prove themselves and make strides towards being the kind of woman they wanted to be. / A Thesis submitted to the Department of History in partial fulfillment of the requirements for the degree of Master of Arts. / Spring Semester 2018. / March 6, 2018. / British Gender Roles, British Spies, Female Spies, Ministry of Information, Special Operations Executive, WWII Spies / Includes bibliographical references. / Nathan Stoltzfus, Professor Directing Thesis; Charles Upchurch, Committee Member; Diane Roberts, Committee Member.

Drawing on the principles of critical multicultural education and teacher learning, this mixed methods study examined the contributions of a professional development program (the Holocaust and Human Rights Education Program - HEP) to teacher's knowledge, attitudes, and practices, and the role of contextual factors such as school support, HEP support, years of teaching experience, and grade levels in mediating teachers' practices concerning Holocaust and human rights education...The findings revealed that from the participants' perspectives, the HEP contributed to their content knowledge, pedagogical knowledge, attitudes, and classroom practices. ... Participants also reported learning about age appropriate curriculum resources and about useful pedagogical approaches such as personalization, discussions, and analysis. The participants reported developing a sense of efficacy and positive attitudes towards Holocaust and human rights education, and also designing curriculum with integration of diverse perspectives and various instructional strategies. Regression analysis did not reveal any significant variance in teachers' practices based on the above mentioned contextual factors ; however, the interview data revealed the HEP's collaboration after professional development, school and community support, and teachers' own dispositions toward Holocaust and human rights education as additional contextual factors that influences teachers' practices. / by Rachayita Shah. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.