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  • 1
    Article
    Article
    In:  Tour Guides at Memorial Sites and Holocaust Museums (2022) 89-109
    Language: English
    Year of publication: 2022
    Titel der Quelle: Tour Guides at Memorial Sites and Holocaust Museums
    Angaben zur Quelle: (2022) 89-109
    Keywords: Mauthausen (Concentration camp) ; Holocaust memorial trips ; School field trips ; Reflective teaching ; Teachers ; Holocaust memorials ; Holocaust, Jewish (1939-1945) Commemoration ; Holocaust, Jewish (1939-1945) Study and teaching
    Abstract: At smaller places of remembrance and memorial sites, teachers play an important role since there are no official tour guides. Focusing on such visits to memorial sites in Austria, teachers were interviewed to understand their practice of guiding at those places. Using a qualitative approach, all interviewed teachers agree that student participation in the excursion must be voluntary. Especially in the subjects of religion and art education, teachers stress a holistic approach. Further, they recognize the importance of dealing with one’s own family history, both for themselves and for the students. Biographical work is the pivotal point of the field trips. This is intended to encourage a change of perspective and empathy. Preparation and follow-up work are recognized as essential elements of memorial site visits.
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  • 2
    Article
    Article
    In:  Tour Guides at Memorial Sites and Holocaust Museums (2022) 113-126
    Language: English
    Year of publication: 2022
    Titel der Quelle: Tour Guides at Memorial Sites and Holocaust Museums
    Angaben zur Quelle: (2022) 113-126
    Keywords: Państwowe Muzeum Oświęcim-Brzezinka ; Tour guides (Persons) Interviews ; Holocaust memorials ; Holocaust, Jewish (1939-1945) Commemoration ; Antisemitism
    Abstract: In researching this piece, Emilia Smechowski conducted in depth interviews with twelve of the tour guides at the Auschwitz-Birkenau Museum and Memorial. She wanted to understand the nature of the guides’ work, how they handle the sheer masses of visitors, and how they are trained and prepared for this demanding job. Smechowski focuses in particular on Elżbieta Pasternak, a guide who is well regarded by visitors and colleagues for her professionalism, and for her knowledge of the historical details. Smechowski evokes the atmosphere of the place and its history, in addition to giving an impression of daily life for the guides and the current residents of Oświęcim (renamed Auschwitz during the German occupation of Poland). A natural progression of topics related to Auschwitz unfolds in the narrative. Among them are life in Oświęcim today in the face of mass tourism to the camp and the city, how the memorial site is managed, and questions about the preservability of the site and of the objects in its exhibits. These topics are in turn embedded in larger questions about the Polish government’s attitudes towards the camp and the history of antisemitism in Poland. The piece reveals much about the current state of Auschwitz, leading the reader to ponder questions about its future as well.
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  • 3
    Article
    Article
    In:  Tour Guides at Memorial Sites and Holocaust Museums (2022) 195-212
    Language: English
    Year of publication: 2022
    Titel der Quelle: Tour Guides at Memorial Sites and Holocaust Museums
    Angaben zur Quelle: (2022) 195-212
    Keywords: Tour guides (Persons) Training of ; Museum techniques ; Interactive multimedia ; Holocaust, Jewish (1939-1945) Personal narratives ; Holocaust survivors Biography ; Holocaust, Jewish (1939-1945) Museums ; Museum exhibits Technological innovations
    Abstract: In this article, I focus on tour guides in light of digitization. Of special concern is to what extent the guides’ (called docents in the US) understanding and practices of tour guiding at Holocaust museums vary because of technological innovations integrated in the exhibits. Therefore, I investigated guides’ practices with the project Dimensions in Testimony, which the USC Shoah Foundation has been developing since 2011. Three research questions are of interest: To what extent does the institution train the docents for using the interactive biographies? What practices do docents use when presenting the interactive biographies? How do docents evaluate this digital tool for their tour guiding narrative? In order to answer these questions, I use a qualitative approach from the social sciences with interviews and field notes. The results reveal that the guides need technical skill to run the testimony. In addition, they must activate and motivate visitors using the installation. Despite all technological innovations at museums, my study stresses the docents’ ability and willingness to connect with visitors on a professional level.
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  • 4
    Article
    Article
    In:  Tour Guides at Memorial Sites and Holocaust Museums (2022) 213-231
    Language: English
    Year of publication: 2022
    Titel der Quelle: Tour Guides at Memorial Sites and Holocaust Museums
    Angaben zur Quelle: (2022) 213-231
    Keywords: South African Holocaust & Genocide Foundation ; Tour guides (Persons) ; Holocaust memorials ; Holocaust, Jewish (1939-1945) Commemoration ; Holocaust, Jewish (1939-1945) Museums
    Abstract: The Durban Holocaust and Genocide Centre (DHGC) is one of three South African Holocaust centres under the auspices of the South African Holocaust and Genocide Foundation (SAHGF). The rationale behind teaching the Holocaust in post-conflict environments is that it enables a more open, objective, less emotion-filled examination of a country’s difficult past. This is certainly true for post-apartheid, post-colonial South Africa, where violence, intimidation, fear, discrimination, xenophobia, and murder are seared into the country’s collective consciousness in both the past and the present. In this paper, we turn our attention to the narrative of the museum educators, who are responsible for guiding all visitors through the permanent exhibition at the DHGC. They are the fulcrum of the educational programme, determining its success or failure. Who are these museum educators, why do they volunteer, how do they acquire their content knowledge and pedagogy, and what do their personal stories mean to their guiding? These questions are answered with the help of qualitative interviews. The paper provides insight into the social background and qualifications of the guides; further, it points to challenges when guiding visitors concerning their languages, their interests in politics, and their schedules on site.
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  • 5
    Article
    Article
    In:  Tour Guides at Memorial Sites and Holocaust Museums (2022) 11-32
    Language: English
    Year of publication: 2022
    Titel der Quelle: Tour Guides at Memorial Sites and Holocaust Museums
    Angaben zur Quelle: (2022) 11-32
    Keywords: Tour guides (Persons) Training of ; Holocaust memorials Case studies ; Holocaust, Jewish (1939-1945) Commemoration ; Holocaust, Jewish (1939-1945) Museums ; Occupational training
    Abstract: Two trends can currently be observed at memorial sites and Holocaust museums: First, exhibits are being redesigned, in particular to incorporate novel, media-based presentation formats. Second, there is a discernible trend toward professionalizing and often also standardizing—the training of educators and guides. Taking these changes as its starting point, the present contribution focuses on the training and activities of guides. Based on field studies, interviews, and document analyses regarding four institutions—the memorial sites at Dachau and Mauthausen, the United States Holocaust Memorial Museum in Washington, and the Anne Frank Zentrum in Berlin—the following questions are investigated: What core activities are expected of guides during tours at memorial sites and Holocaust museums? What position do guides occupy within their respective institutions? What suggestions for the optimization of their training and activities can be derived from these findings? The declared aim of this contribution is to reflect the work conditions of full- and part-time guides in times of profound change in the culture of remembrance.
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  • 6
    Article
    Article
    In:  Tour Guides at Memorial Sites and Holocaust Museums (2022) 47-70
    Language: English
    Year of publication: 2022
    Titel der Quelle: Tour Guides at Memorial Sites and Holocaust Museums
    Angaben zur Quelle: (2022) 47-70
    Keywords: Nordhaim, Mosheh, ; Holocaust, Jewish (1939-1945) Study and teaching ; Holocaust, Jewish (1939-1945) Personal narratives ; Tour guides (Persons) ; Holocaust memorials ; Holocaust, Jewish (1939-1945) Commemoration
    Abstract: This paper focuses on memorial sites as a place of learning in particular, it details the pedagogical perspectives of two educators at a German memorial site. Through indepth observations and interviews, the researcher explores site educators’ roles in mediating Holocaust memory. Two questions are of central exploration: How do memorial site educators conceptualize Holocaust education? How do notions of history, memory, and place shape their ideas? Answering these questions through these two educators helps to shine a spotlight on the role of curiosity and context in their work through methods of sense-making and storytelling. Through the perspectives of these two site educators, the goal of this research to understand teaching as memory work and site educators as mediators of memory.
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  • 7
    Article
    Article
    In:  Tour Guides at Memorial Sites and Holocaust Museums (2022) 127-148
    Language: English
    Year of publication: 2022
    Titel der Quelle: Tour Guides at Memorial Sites and Holocaust Museums
    Angaben zur Quelle: (2022) 127-148
    Keywords: Tour guides (Persons) Training of ; Holocaust Memorials ; Holocaust, Jewish (1939-1945) Commemoration ; Occupational training ; Jews History
    Abstract: This article analyzes processes of formation and transformation of Riga Jewish heritage and Holocaust memorial sites after the Second World War and the historical transformation of the guides’ professional work and education in modern Latvia. The conclusions are based on theoretical studies and Riga guides qualitative research results. Jewish community history and the Holocaust play an important part in Riga’s heritage tourism offerings. One of the most important tools for professional Holocaust and Jewish history guides’ work is knowledge of both intercultural communication and general knowledge of Jews and Jewish history, which has not been fully covered in the process of guide education and professional development in Latvia.
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  • 8
    Language: English
    Year of publication: 2022
    Titel der Quelle: Tour Guides at Memorial Sites and Holocaust Museums
    Angaben zur Quelle: (2022) 179-194
    Keywords: Holocaust Centre of Toronto ; Holocaust survivors ; Tour guides (Persons) ; Holocaust, Jewish (1939-1945) Case studies Study and teaching ; Holocaust, Jewish (1939-1945) Commemoration
    Abstract: This article will discuss the different approaches to guiding at the Sarah and Chaim Neuberger Holocaust Education Centre in Toronto: Self-guiding, moderating, and accompanying. Since the Neuberger is not a large museum with numerous guides, the pedagogical program of the Neuberger will also partly be considered—this includes a discussion of the Historical Thinking Concept (HTC) and one of the Neuberger’s digital educational resources. Lastly, this paper will take into account yet another way of guiding—survivor guiding. In this context, the focus will be on Pinchas Gutter who lives in Toronto and often speaks at the Neuberger. This notion of guidance by a survivor will be correlated to the work of guides at the Neuberger. This article is therefore similar to a case study, based on the three interviews. These were analyzed content-based to provide insight into the educational approaches at the Neuberger.
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  • 9
    Language: English
    Year of publication: 2022
    Titel der Quelle: Tour Guides at Memorial Sites and Holocaust Museums
    Angaben zur Quelle: (2022) 151-176
    Keywords: Sarid, Yishay, ; Menasse, Eva ; Sarid, Yishay, Criticism and interpretation ; Tour guides (Persons) ; Holocaust, Jewish (1939-1945), in literature ; Holocaust, Jewish (1939-1945) Commemoration ; Holocaust memorial trips ; Hebrew fiction, Modern History and criticism
    Abstract: Yishai Sarid’s novella Mifletzet HaZikaron (The Memory Monster 2020) depicts the experiences of a young Israeli historian who guides tour groups—mainly Israeli high school students—through the former Nazi German concentration and extermination camps in Poland. Adopting a grounded theory research approach, the present article provides a theoretical sketch of the identificatory stances of such memorial site guides and how these change over time. The report of the protagonist in Sarid’s text (in the English translation) is used as data source for developing this draft. First, the concept of personal (un)connectedness with (Holocaust) memorial work is worked out. Second, a trajectory model is proposed in which personal control over the world of action and control of events by overwhelming circumstances are placed in a dynamic relationship to each other. Because the theoretical sketch is undertaken as an individual case analysis, it requires differentiation and saturation through further cases and data sources.
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  • 10
    Article
    Article
    In:  Tour Guides at Memorial Sites and Holocaust Museums (2022) 33-45
    Language: English
    Year of publication: 2022
    Titel der Quelle: Tour Guides at Memorial Sites and Holocaust Museums
    Angaben zur Quelle: (2022) 33-45
    Keywords: Tour guides (Persons) ; Holocaust memorials ; Holocaust, Jewish (1939-1945) Commemoration ; Holocaust, Jewish (1939-1945) Study and teaching
    Abstract: This paper focuses on memorial sites as a place of learning in particular, it details the pedagogical perspectives of two educators at a German memorial site. Through indepth observations and interviews, the researcher explores site educators’ roles in mediating Holocaust memory. Two questions are of central exploration: How do memorial site educators conceptualize Holocaust education? How do notions of history, memory, and place shape their ideas? Answering these questions through these two educators helps to shine a spotlight on the role of curiosity and context in their work through methods of sense-making and storytelling. Through the perspectives of these two site educators, the goal of this research to understand teaching as memory work and site educators as mediators of memory.
    Library Location Call Number Volume/Issue/Year Availability
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