During theGaza war, the field found itself in a state of crisis. While some Holocaust researchers suggested a continuity between the7 October attacks and the Holocaust, others expressed concerns about the mass violence committed by Israelis in the form of theGaza genocide.[4][3] Political scientist Ernesto Verdeja writes that "the crisis reflects more profound normative disagreements over who is a legitimate victim worth grieving, how and when – if at all –mass violence can be justified, and over the (exceptional) moral status of the state of Israel".[7]
Alan L. Berger (born 1939), the Raddock Family Eminent Scholar Chair for Holocaust Studies atFlorida Atlantic University, Professor of Jewish Studies at Florida Atlantic University, Director of the Center for the Study of Values and Violence after Auschwitz,[11] Editor and Author of Interdisciplinary Holocaust Scholarship, Co-Editor ofSecond Generation Voices: Reflections by Children of Holocaust Survivors and Perpetrators,[12] and Member of the Florida Department of Education Holocaust Education Task Force.[13]
Christopher Browning (born 1944), American historian of the Holocaust who is best known for his workOrdinary Men: Reserve Police Battalion 101 and the Final Solution in Poland, a study ofGerman Reserve Police Battalion 101 that massacred Jews in Poland.
Lucy Dawidowicz (1915–1990), among the earliest American historians of the Holocaust, whose work, including her bookThe War Against the Jews: 1933–1945 (1975), investigated the political and social context of the events.[14]
Martin Gilbert (1936–2015), British historian who has published many historical volumes about the Holocaust.
Alena Hájková (1924–2012), Czech Communist resistance fighter who became a chief historian on Jews in the Czechoslovak resistance.
Raul Hilberg (1926–2007),Austrian-born American political scientist and historian who is widely considered to be the world's preeminent Holocaust scholar.
Carol Rittner (born 1943), Distinguished Professor of Holocaust & Genocide Studies atStockton University, who co-produced the Academy Award nominated documentaryThe Courage to Care, and has written a number of important works about the Holocaust and various genocides.
Education about the Holocaust, or Holocaust education, refers to efforts, in formal and non-formal settings, to teach about the Holocaust. Teaching and Learning about the Holocaust (TLH) addresses didactics and learning, under the larger umbrella of education about the Holocaust, which also comprisescurricula andtextbooks studies. The expression "Teaching and Learning about the Holocaust" is used by theInternational Holocaust Remembrance Alliance.[15]
^Berger, Alan L. (Spring 2010). "Unclaimed Experience: Trauma and Identity in Third Generation Writing about the Holocaust".Shofar: An Interdisciplinary Journal of Jewish Studies.28 (3):149–158.doi:10.1353/sho.0.0453.S2CID170535480.
^Lawson, Tom (19 July 2013). "'The Realisation of the Unthinkable': Searching for the origins of the 'Final Solution'".Debates on the Holocaust. Manchester University Press. pp. 125–153.ISBN978-1-84779-321-8.
^European Union Commission, European Holocaust Research Infrastructure."European Holocaust Research Infrastructure". The European Union: European Commission 2010.Archived from the original on 17 May 2014. Retrieved12 May 2014.
^"About the Institute".Yad Vashem. The International Institute for Holocaust Research.Archived from the original on 10 September 2017. Retrieved3 October 2017.
This article incorporates text from afree content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken fromEducation about the Holocaust and preventing genocide, 18, UNESCO, UNESCO. UNESCO.
