Due to the generation shift, the central challenge has become to preserve the memories of the survivors of National Socialist persecution and to anchor these within 21st century cultural memory. In this transition phase, which includes rapid technical developments within information and communications technology, high expectations are being made of the collections of survivors audio and video interviews. This publication reflects the interdisciplinary debates currently taking place on the various digital techniques of preserving eyewitness interviews. The focus is how the changes in media technology are affecting the various fields of work, which include storage/archiving, education as well as the reception of the interviews.

The destruction of monuments during the Black Lives Matter movement of 2020 shows how many nations are being forced to grapple with their national histories. It is clear that the things which make up our streets form a core part of our historical, political and cultural identity. Here, Eloise Florence turns to Berlin and the deeply entrenched English-language narratives about World War II to explore the complicated relationship between violence, place and memory in the Anglo-American consciousness. Centered upon Teufelsberg – a hill in Berlin born from the rubble caused by Allied bombing – and other sites of violence across Germany's capital, this interdisciplinary study unpicks the use and abuse of area bombing and its cultural memory in Anglo-American audiences. Grounded in theories of new materialism and post-humanism, and drawing on extensive empirical and auto-ethnographic data, the issues addressed include: moving through urban landscapes as an embodied means of memorializing war and trauma; remembering destruction as a means to advance or challenge traditional war mythologies; and curation as an entry point for tourists to reconsider the impact of British and American aerial raids, including modern drone warfare. This innovative volume shines an important light on both the dark legacy of the aerial bombing of Berlin and the ways in which we record and read violent histories more generally. As such, Traces of Aerial Bombing in Berlin will be an invaluable resource for all scholars of World War II, memory culture and public history.

Over the past decades, the memory of the Holocaust has not only become a common cultural consciousness but also a cultural property shared by people all over the world. This collection brings together academics, critics and creative practitioners from the fields of Holocaust Studies, Literature, History, Media Studies, Creative Writing and German Studies to discuss contemporary trends in Holocaust commemoration and representation in literature, film, TV, the entertainment industry and social media. The essays in this trans-disciplinary collection debate how contemporary culture engages with the legacy of the Holocaust now that, 75 years on from the end of the Second World War, the number of actual survivors is dwindling. It engages with ongoing cultural debates in Holocaust Studies that have seen a development from, largely, testimonial presentations of the Holocaust to more fictional narratives both in literature and film. In addition to a number of chapters focusing in particular on literary trends in Holocaust representation, the collection also assesses other forms of cultural production surrounding the Holocaust, ranging from recent official memorialisation in Germany to Holocaust presentation in film, computer games and social media. The collection also highlights the contributions by creative practitioners such as writers and performers who use drama and the traditional art of storytelling in order to keep memories alive and pass them on to new generations. The chapters in this book were originally published as a special issue of Holocaust Studies: A Journal of Culture and History.

This book explores how popular cultural artifacts, literary texts, commemorative practices and other forms of remembrances are used to convey, transmit and contest memories of mass atrocities in the Global South. Some of these historical atrocities took place during the Cold war. As such, this book unpacks the influence or role of the global powers in conflict in the Global South. Contributors are grappling with a number of issues such as the politics of memorialization, memory conflicts, exhumations, reburials, historical dialogue, peacebuilding and social healing, memory activism, visual representation, transgenerational transmission of memories, and identity politics.

This book contributes to the study of collective memory and the sociology of terrorism by analysing the role of memorialization in relation to terrorism, its victims, and the broader society. While various social scientists have extensively theorized and analysed how trauma and memory interact, grow apart, and reinforce each other, this book puts the rights and needs of the victims centre-stage. Departing from the prescriptive, legal blueprints of memory, this book introduces the concept of ‘memorial needs’ to challenge and complement existing victimological frameworks. It critically assesses the efficacy of public memorialization and its success in assisting those affected by violence by exploring how victims engage with memory and memorialization. It investigates personal and collective responses to urban terrorism in Europe that have taken a wide range of forms including media coverage, spontaneous memorials and public mobilizations, literary and artistic works, trials, and controversial counter-terrorism measures. Making a case against the fetishization of memory as an overarching answer to curing visible and invisible wounds provoked by violence, Victims and Memory After Terrorism sends out a practical invitation to the field to 'repair symbolic reparations' in a way that memorialisation is not just an expression of potential, an aspiration for a more moral and just society and a promise of healing for the victimised. An accessible and compelling read, this book will appeal to students and scholars of victimology, criminology, sociology, politics and those interested in the relationship between collective memory and terrorism.

The stories of Holocaust survivors and others who were persecuted by the Nazis are an invaluable resource for understanding what effect persecution had on victims and how they dealt with this experience over time. In recent decades, researchers in many countries began videotaping contemporary witnesses as they told their stories, allowing their voices to be heard, when personal encounters are no longer possible. In the interviews, biographical narratives and personal memories are used to document the mass crimes committed by the Nazis and also to illuminate how survivors processed these memories in their lifetime. This multi-faceted historical source poses special challenges to educational work. This volume reflects international developments, trends and debates about the videotaped contemporary witness interviews and their digital archives. Different interview collections and educational approaches from Israel, the Czech Republic, Poland and Germany are presented. These essays document the exchange that took place between education experts from these four countries as part of the series Entdecken und Verstehen. Bildungsarbeit mit Zeugnissen von Opfern des Nationalsozialismus ("Discovering and Understanding: Educational Work with Testimonials from Victims of National Socialism") that was initiated and organized by the Foundation EVZ in 2010 and 2011.

This collection of essays represents the first interdisciplinary study in English to consider social memory in Japan across a wide range of issues and phenomena. The volume examines a variety of memorialization subjects, including music and poetry, artefacts and tools, oral testimonies and written documents, ritual and ceremonies as well as art and artists.

This book considers if and how oral history is ‘best practice’ for education. International scholars, practitioners, and teachers consider conceptual approaches, methodological limitations, and pedagogical possibilities of oral history education. These experts ask if and how oral history enables students to democratize history; provides students with a lens for understanding nation-states’ development; and supports historical thinking skills in the classrooms. This book provides the first comprehensive assessment of oral history education – inclusive of oral tradition, digital storytelling, family histories, and testimony – within the context of 21st century schooling. By addressing the significance of oral history for education, this book seeks to expand education’s capacity for teaching and learning about the past.

The New Oxford Shakespeare is a landmark print and online project, which for the first time provides fully edited and annotated texts of all extant versions of all Shakespeare's works, including collaborations, revisions, and adaptations. Based on a fresh examination of the surviving original documents, it draws upon the latest interdisciplinary scholarship, supplemented by new research undertaken by a diverse international team. Although closely connected and systematically cross-referenced, each part can be used independently of the others. The New Oxford Shakespeare: The Complete Works: Critical Reference Edition collects the same versions of the same works found in the Modern Critical Edition, keyed to the same line-numbering. But the Critical Reference Edition emphasizes book history and the documentary origins of each text. It preserves the spelling, punctuation, capitalization, abbreviations, typographical contrasts, ambiguities, and inconsistencies of the early documents. Introductions focus on early modern manuscript and print culture, setting each text within the material circumstances of its production, transmission, and early reception. The works are arranged in the chronological order of the surviving texts: the first volume covers documents manufactured in Shakespeare's lifetime, and the second covers documents made between 1622 and 1728. The illustrated general introduction presents an overview of the texts available to editors and describes how they define Shakespeare. An essay on error surveys kinds of error characteristic of these early text technologies. It is followed by a general introduction to the music of Shakespeare's plays. Introductions to individual works and an extensive foot-of-the-page textual apparatus record and discuss editorial corrections of scribal and printing errors in the early documents; marginal notes record press variants and key variants in different documents. Original music notation is provided for the songs (where available). Because the plays were written and copied within the framework of theatrical requirements, casting charts identify the length and type of each role, discuss potential doubling possibilities, and note essential props. The New Oxford Shakespeare consists of four interconnected publications: the Modern Critical Edition (with modern spelling), the Critical Reference Edition (with original spelling), a companion volume on Authorship, and an online version integrating all of this material on OUP's high-powered scholarly editions platform. Together, they provide the perfect resource for the future of Shakespeare studies.

"This book offers an academic inquiry on contemporary processes of the search for meaning in life in a postmodern context with a focus on the Israeli cultural scene. Constructing or finding meaning in life is considered to be fundamental in human life (Batthyany & Russo-Netzer, 2014; Frankl, 1963; George & Park, 2016; Mayseless & Keren, 2014; Russo-Netzer, Schulenberg & Batthyany, 2016; Russo-Netzer, 2018; Steger, 2012; Wong, 2012). Such meaning reflects individuals' search to understand and organize their experience in a coherent manner, achieve a sense of their own worth and place (e.g., an identity and a sense of belonging) and recognize the things that matter to them (e.g., have purpose in life). When such meaning in life is adopted, individuals often feel that their life transcends their transitory existence and hence matters (George & Park, 2016). Viewed as a uniquely human quality (Emmons, 2003; Frankl, 1963) which enables people to interpret and consolidate their experience in the world (Steger, 2009), meaning has gained a growing degree of scientific attention within the psychological field. For example, several components of meaning have been identified (George & Park 2016; Martela & Steger 2016), the distinction between search for meaning and having meaning in life has been delineated (e.g., Steger et al., 2008) and the importance and centrality of meaning in life to individuals' wellbeing and functioning has been established (e.g., King et al. 2006; Park, 2010; Steger 2012). The construal of meaning in life by individuals is a psychological process yet it is intimately linked to the cultural context and historical period in which individuals live (Leung, Chiu, & Hong, 2011; Hicks & Routledge, 2013). The social and cultural contexts often offer and sometimes impose narratives, expectations, norms and values that individuals can align with in their search for coherence, value and purpose (Hicks & Routledge, 2013). Processes of globalization and neo-humanism challenge the meaning and security individuals find in their national or religious identity. Such processes appear to delegitimize the national and patriotic bases which grant a sense of meaning as part of a collective, advocating instead an individualistic capitalistic perspective together with the virtue of seeing oneself as a citizen of the world (Navarro, 2007; Soederberg, Menz & Cerny, 2005; Yeates, 2002)"--