Childrens Literature and the Holocaust Essay -- essays research papers

Childrens Literature and the final solution     During the 1940s Jewish Europeans experienced an unthinkable and horrible collective trauma. In her work Survivor-Parents and Their Children taken from the anthology Generations of the Holocaust, Judith S. Kestenberg has argued that regardless of location, the effects of the Holocaust are felt on survivors parenting. The children of survivors receive a secondary traumatic uphold by being forced to deal with the impact the Holocaust had directly on their parents. The novel Briar Rose by Jane Yolen is an example of a Holocaust survivor sharing her experiences through a fictionalized tale made for young adults. Some may believe that a traditional, educationally foc physical exercised history fountain or a premier hand account from a survivor is the best way to inform children about the Holocaust. It has been discovered through research of survivors and their families that first hand accounts passed down from parent to child are traumatizing. However, history books are ineffective because people are turned into statistics, thereby trivializing the terror of the Holocaust. This essay argues that a fictional style of storytelling or literature is the best way to inform children and adolescents about the Holocaust. Witnessing is important, however, there is no educational value in traumatizing children it is better to use literature that explains the Holocaust at a level children and young adults can handle.           Milton Meltzer, author of Never forget The Jews of the Holocaust discusses the importance of witnessing To forget what we know would non be human. To remember (it) is to think of what being human means. . . Indifference is the greatest sin. . . . It can be as powerful as an action. Not to do something against annoyance is to participate in the evil (Sherman 173). Meltzer gives the straightforward conclusion that people must be educated about the Holocaust because to remain silent about it is salutary as bad as playing a role in persecuting Jews. This conclusion also gives the rationale for teaching children about the Holocaust. But more specifically, wherefore else may witnessing be important and what are the drawbacks of witnessing?     Despite the logic and seemingly usefulness of witnessing, it can be a traumatic experience fo... ...sues at a level young adults can relate to, the characters, although emotionally provoking, are distanced enough that the young readers are not traumatized. Works CitedEskenazi, Joe. Historians WWII Book Sanitizes register for Youth. Jewish Bulletin. 105.50       (2001).Hirsch, Marianne. "Projected Memory Holocaust photographs in Personal and Public Fantasy"Machet, M.P. Authenticity in Holocaust Literature For Children. South African journal of Library & Information Science. 66.3 (1998) 114-22.Sherman, Ursula F. Why Would A Child Wan t To Read About That? The Holocaust Period in Childrens Literature. How Much loyalty Do We Tell the Children?. Ed. Betty Bacon. Minneapolis MEP Publications, 1988. 173-184.Walter, Virginia A., and Susan F. March. Juvenile Picture Books About the Holocaust Extending the Definitions of Childrens Literature. Publishing Research Quarterly. 9.3 (1993) 36-52.Generations of the Holocaust. Ed. Martin S. Bergmann and Milton E. Jucovy. New York Basic Books, Inc., Publishers, 1982.The Holocaust In Fiction engagement The Unnamable Morality In Literature. Chronicle of Higher Education. 48.19 (2002)