Thesis (M.A.) -- Central Connecticut State University, 2007. / Thesis advisor: Mieczyslaw B. Biskupski. "... in partial fulfillment of the requirements for the degree of Master of Arts in European History." Includes bibliographical references (leaves 106-120). Also available via the World Wide Web.

Thesis (Ph. D.)--Universität Bremen, 2008. / Includes bibliographical references (p. 291-299).

This dissertation situates itself within the problematic (mis)representation of women’s traumatic Holocaust experiences that are subjected to and underplayed by the patriarchal paradigm of Holocaust literature, in which male survivor-narratives constitute the norm. In using Holocaust texts from three different genres and periods, namely Anne Frank’s Diary of 1947, Ruth Klüger’s 2001 autobiography Still Alive: a Holocaust Girlhood Remembered, and Bernhard Schlink’s 1995 novel The Reader, this project approaches the role of genres in the re-articulation of traumatic experiences. It is the aim of this dissertation to explore the epistolary, autobiographic and fictional forms and their inherent conventions and to examine how they facilitate the articulation of women’s experiences that have long been underplayed and sanitized by rigid, patriarchal historical and literary discourses. In doing so, the project follows the structurally fragmenting impact of trauma on the mind and thus moves from short, fragmented forms, such as The Diary, to the more coherent autobiography, Still Alive, and eventually to the novel The Reader. In this analysis of the potential, conventions and complexities that each genre poses to the articulation of trauma, this project outlines and crosses boundaries of genre, gender, language and memory. In aiming at a comparative analysis of how different genres may facilitate the articulation of traumatic experiences differently, this project is based on the argument that the verbalization of trauma is essential for a person to regain control over their memories. This project is based on the different issues regarding the treatment of women, which arise in the selected texts. In selecting epistolary, autobiographic and fictional primary Holocaust texts, all of which address women’s trauma in various forms, I investigate the problematic and distorted representations of women’s experiences. These distortions of women’s traumatic experiences of the Holocaust undermine the validity of such experiences themselves. In order to show the extent of this misrepresentation across genres, I choose three very different primary texts. Firstly, a strong educational component has been ascribed to the diary of Anne Frank, which will be read as a subversive tool. Secondly, the autobiographic text chosen deals extensively with the issue of German/English translation and the representation of trauma that is affected by a bilingual condition. Thirdly, I select a postmodern novel that challenges conventional readings of Holocaust experiences through the use of very complex female characters. In approaching these issues, I will first identify such problematic distortions in the representations of women’s experiences in all three selected texts. I will then use the framework of literary theory as well as trauma and gender theorists to substantiate and evaluate my findings. In doing so, I seek to establish a comparative analysis of how the different forms allow women to re-articulate their traumatic experiences.

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A research report submitted to the Faculty of Humanities, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Political Studies, March 2017 / Hitler sought to apply Darwinist theories to German social life, under what was regarded as Social Darwinism. In his words; “If I can accept a divine commandment, it’s this one - thou shalt preserve thou species”. His most loyal and undying belief was that the Aryan race was the most superior race on the planet and that it was their right to “starve the weak” in the name of self-preservation. The Nazis saw it as a social obligation to ‘listen’ to the law of nature and embark on a war of territorial expansion and bloodshed. Darwinian thought provided a justification for Germany’s need for incessant colonialism and racial extermination. In this analysis, Lefort’s ‘Other’ becomes synonymous with Darwin’s ‘parasites’ and Hitler’s ‘enemy’. Through Social Darwinism, it is argued that Hitler ultimately achieved his God-given desire and goal, which was to get rid of the poisoners of the planet – the Jews. / XL2018

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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