Towards the end of the 1960s in France we witness the awakening of the memory of the Holocaust and the Occupation which coincides with the publication of Patrick Modiano’s first novel, La place de l’étoile. It is from this time that Jewish memory of the Holocaust begins to surface and we see the emergence of a literature of the post-Holocaust generation. Modiano belongs to this generation that, being deprived of a personal memory of the Holocaust, turns to this period in a quest for roots and identity. Like his Jewish colleagues, Modiano struggles to come to terms with a past that he has not experienced and an absence of memory. This dissertation analyses Modiano’s use of the period of the Holocaust as signifier of Jewish identity in four of his novels in order to highlight the role of the issue of Jewish identity in the construction of a textual identity / Vers la fin des années 60 on voit en France le réveil de la mémoire de la Shoah et de l’Occupation qui coïncide avec la publication du premier roman de Patrick Modiano, La place de l’étoile. C’est à partir de cette époque que la mémoire juive de la Shoah va pouvoir se faire entendre et qu’on constate l’émergence d’une littérature de la génération d’après la Shoah. Modiano appartient à cette génération qui, étant dépourvue d’une mémoire personnelle de la Shoah, se tourne vers cette période dans une quête de racines et d’identité. Comme ses confrères juifs, Modiano a du mal à se réconcilier avec un passé qu’il n’a pas vécu et une absence de mémoire. Cette étude examine de près le recours de Modiano aux années de la Shoah en tant que signifiant de l’identité juive dans quatre ouvrages afin de mettre en exergue le rôle de la problématique de l’identité juive dans la construction d’une identité textuelle chez cet écrivain / Linguistics and Modern Languages / M. A. (French)

Orthodox Jewish adolescents develop and mature within a very structured environment. The aim of this study was to explore adolescent psychosocial identity development within Orthodox Jewish education. The secondary focus was the nature of the religious identity acquired through religious education, specifically Jewish Orthodox education. The literature study explored adolescent identity and development (within Erikson's framework), religious orientation and Orthodox Jewish education. The qualitative research was conducted empirically, in the form of a case study of seven adolescents from a single-sex Orthodox school based in Johannesburg. The themes that emerged from the empirical study are as follows: the community; Orthodox Judaism; education; parents, family and peers; adolescent and religious identity. The study indicated that the participants' identity development is dominated by their religious psychosocial world that paradoxically provides the structure that supports and complicates their identity development. / Educational Studies / M.Ed. (Guidance and Counseling)

This study, located in the disciplines of human geography and demography, explores the socio-spatial boundaries encapsulating Britain’s Jewish population, particularly at micro-scales. It highlights and challenges key narratives of both Jewish and general interest relating to residential segregation, assimilation, partnership formation, exogamy and household living arrangements. It presents a critical exploration of the dual ethnic and religious components of Jewish identity, arguing that this ‘White’ group has become ethnically ‘invisible’ in British identity politics and, as a consequence, is largely overlooked. In addition, the key socio-demographic processes relating to Jewish partnership formation are addressed and a critical assessment of data pertaining to the decline of marriage, the rise of cohabitation and the vexed topic of Jewish exogamy, is presented. The analysis culminates by linking each of these issues to the micro-geographical scale of the household and develops a critical assessment of this key unit of Jewish (re)production. Jewish population change is contextualised within the framework of the second demographic transition. This deliberately quantitative study is designed to exploit a recent glut of data relating to Jews in Britain. It interrogates specially commissioned tables from Britain’s 2001 Census as well as four separate communal survey data sources. It highlights and challenges recent geographical critiques of quantitative methodologies by presenting a rigorous defence of quantification in post-‘cultural turn’ human geography. It emphasises the importance and relevance of this fruitful shift in geographical thought to quantitative methods and describes the role quantification can now play in the discipline. Above all, it synthesises two disparate sets of literature: one relating to geographical work on identity and segregation, and the other to work on the identity, demography and cultural practices of Jews. As a result, this thesis inserts the largely neglected ethno-religious Jewish case into the broader geographical literature whilst developing a critical quantitative spatial agenda for the study of Jews.

Orthodox Jewish adolescents develop and mature within a very structured environment. The aim of this study was to explore adolescent psychosocial identity development within Orthodox Jewish education. The secondary focus was the nature of the religious identity acquired through religious education, specifically Jewish Orthodox education. The literature study explored adolescent identity and development (within Erikson's framework), religious orientation and Orthodox Jewish education. The qualitative research was conducted empirically, in the form of a case study of seven adolescents from a single-sex Orthodox school based in Johannesburg. The themes that emerged from the empirical study are as follows: the community; Orthodox Judaism; education; parents, family and peers; adolescent and religious identity. The study indicated that the participants' identity development is dominated by their religious psychosocial world that paradoxically provides the structure that supports and complicates their identity development. / Educational Studies / M.Ed. (Guidance and Counseling)

Indiana University-Purdue University Indianapolis (IUPUI) / Before the “sick” comedians arrived onto the comedy landscape political and culturally based humor was considered taboo, but the 1950s witnessed a dramatic transformation to the art of stand-up comedy. The young comedians, including Lenny Bruce and Mort Sahl, became critical of American Cold War policies and the McCarthyistic culture that loomed over the nation’s society. The new stand-up comics tapped into a growing subculture of beatniks and the younger generation at large that rebelled against the conservative ideals that dominated the early post-war decade by performing politically and socially laced commentary on stage in venues that these groups frequented. The two comedians that best represent this comedic era are Jewish comics Mort Sahl and Lenny Bruce. Their comedy was more politically oriented than the other “sick” comics, and they started an entertainment revolution with their new style. They became legendary by challenging the status quo during a historically conservative time, and inspired numerous comics to take the stage and question basic Cold War assumptions about race, gender, and communism.