Bibliographic record
Abstract
his collection brings together scholarship, activism, poetry, and personal narratives to highlight the changing face of Holocaust, genocide, and human rights education in the twenty-first century.The book presents a diverse range of research and reflections on educational and remembrance initiatives from Canada, Europe, and the United States.Included here are eyewitness testimonies and intergenerational memory activism, and the authors gathered here challenge traditional approaches to Holocaust and human rights studies, emphasizing civic memory and genocide education as the responsibility of an interdisciplinary global community.Three main themes lie at the core of this edited collection.1 The first is the state of critical Holocaust education in today's world.Critical Holocaust education, as envisioned in this publication, encompasses pedagogical approaches that draw connections between historical events and current political discourses.Critical Holocaust education includes (but is not limited to) historical and empirical research, oral history, human rights education, literary and film analysis, as well as community-based remembrance work and memory activism.The word "education" in the context of this collection is to be understood broadly.For us, learning about the Holocaust is an interrelational, interactive, xII AFTER THE HOLOCAUST and dialogical process among survivors, teachers, artists, community members, and students.The second theme is the concept of global connections.Seventy-five years after the end of the Second World War, we set out to examine how Holocaust education can raise awareness of other mass atrocities and human rights violations throughout history, including here in Canada.Advancing the dialogue between civic advocacy, public remembrance, and research, our contributors discuss Holocaust education's broad relevance in a global human rights framework.The third important theme addressed in this book is the notion that we are currently in a time of transition in Holocaust education and memorialization.As the remaining Holocaust survivors reach the end of their lives, this book explores critical questions about the relevance and impact of Holocaust education and research in an era in which survivors will no longer be among us.Today's Holocaust educators face many pressing questions.For example, how can societies facilitate and guide access to digitized survivor testimonies?What can students and educators learn from different disciplinary approaches and challenges to Holocaust and human rights education?How can one best respond to the misappropriation and commercialization of Holocaust and genocide narratives in popular media and culture?In a larger political and social context, these questions are equally urgent, most especially as they relate to the future of Holocaust education in a world that is seeing a renewed surge of nationalism, racism, and antisemitism.2To what extent are these developments connected to historical amnesia, Holocaust denial, or desensitization?How should educators act to counteract these developments?And finally, there is perhaps the most complex and complicated question of all: How can one effectively connect the experiences of the Holocaust to other instances of genocide or human rights abuses while still respecting the specific cultural and historical context of each unique atrocity?By addressing "the distinctiveness of the Holocaust, rather than its absolute uniqueness" (LaCapra 2001, 159), the contributors to this volume provide us with a template for how we can link Holocaust education with other instances of genocide and mass violence.As Kofi
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.284 | 0.142 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".