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This controversial treatise focuses on the social and cultural issues involved in the invasion of the Americas by European nations. It describes the suppression or extermination of native cultures, and focuses on the cultural and ideological principles behind the colonization efforts.
This controversial treatise focuses on the social and cultural issues involved in the invasion of the Americas by European nations. It describes the suppression or extermination of native cultures, and focuses on the cultural and ideological principles behind the colonization efforts.
Over 75 years ago on March 18, 1937 around 3:17 pm, one of the most modern school buildings in America exploded in a rural Texas community decimating the student population and destroying innocent lives. Considered the worst public school disaster in American history, controversial theories surrounding this tragedy are still debated to this day. The event sparked changes that soon reverberated around the world and continue to affect each of us in our homes, schools, businesses and places of worship. This story relays more than simple facts. It is a personal account of unprepared loss and shattered dreams, followed by unfathomable grief. It describes the feelings of those who died in their innocence and of those who witnessed horror and lived through the aftermath. This is also a story of hope. Countless lives have been saved by bold actions that were taken in the wake of this unanticipated sacrifice of so many children who were literally consumed by fire in this American holocaust.
With chapters on The Sound of Music, Milk and Honey, Fiddler on the Roof, Cabaret, The Rothschilds, Rags, Ragtime and The Producers, this book examines both direct and indirect references to, or resonances of, the Holocaust, tracing changing American attitudes through the chronological progression of these musical productions and their subsequent revivals. Despite the abundance of writing on both musical theatre history and on the difficulties of Holocaust representation, history and theatre scholars alike have thus far ignored the intersections of these areas. The academy thereby risks excluding precisely those works that shed the most light on our culture’s evolving response to the Shoah, an event that still helps to define American identity. This book redresses this lapse by focusing on the theatrical form seen by the greatest amount of people—musicals—which either trigger or reflect changing American mores.
This book analyzes sensationalized Nazi and Holocaust representations in Anglo-American cultural and political discourses. Recognizing that this history is increasingly removed from contemporary life, it explains how irreverent representations can help rejuvenate the story for successive generations of new learners. Surveying seventy-five-years of transatlantic activities, the work erects counterposing categorizes of “constructive and destructive memorializing,” providing scholars with a new framework for elucidating both this history and its historicization.
Surveys the current state of Jewish American and Holocaust literatures as well as approaches to teaching them. What does it mean to read, and to teach, Jewish American and Holocaust literatures in the early decades of the twenty-first century? New directions and new forms of expression have emerged, both in the invention of narratives and in the methodologies and discursive approaches taken toward these texts. The premise of this book is that despite moving farther away in time, the Holocaust continues to shape and inform contemporary Jewish American writing. Divided into analytical and pedagogical sections, the chapters present a range of possibilities for thinking about these literatures. Contributors address such genres as biography, the graphic novel, alternate history, midrash, poetry, and third-generation and hidden-child Holocaust narratives. Both canonical and contemporary authors are covered, including Michael Chabon, Nathan Englander, Anne Frank, Dara Horn, Joe Kupert, Philip Roth, and William Styron. The range of critical approaches and authors examined makes this a valuable resource for scholars and teachers. Particularly in this troubling political moment, meditations on the new and continued relevance of Jewish American and Holocaust literatures for scholars, students, and the American public in general are invaluable. Sharon B. Oster, author of No Place in Time: The Hebraic Myth in Late Nineteenth-Century American Literature
Interest by American educators in the Holocaust has increased exponentially during the second half of the twentieth century. In 1960 the Holocaust was barely being addressed in American public schools. Yet by the 1990s several states had mandated the teaching of the event. Drawing upon a variety of sources including unpublished works and interviews, this study traces the rise of genocide education in America. The author demonstrates how the genesis of this movement can be attributed to a grassroots effort initiated by several teachers, who introduced the topic as a way to help their students navigate the moral and ethical ambiguity of the times.
Collapsing from the grief of not being loved, twenty years old, Clover Greene was committed to psychiatry. Just as after any horror to horrible to be real, after four electric shocks, Greene developed hysterical amnesia, vaguely remembering being locked up by psychiatry. Psychiatry, America's Holocaust: The Twelve Steps Curing Mental Illness, Developing the Nonviolent Adult Mind chronicles author Clover Greene's journey back from the precipice of suicidal and homicidal terror. It is a collection of Greene's thoughts, original poetry, and helpful information designed to help the reader to better understand the ups and downs of recovering from mental illness. Over a period of time, Greene was recommitted through psychiatry and forced to take drugs. Unable to escape to the outside, Greene's suppressed feelings of confusion periodically built up and exploded into suicidal and homicidal drug rages. Real doctors in real hospitals saved Greene's life from suicide attempts and the life-threatening physical damage caused by psychiatric drugs. After thirty-one years under a psychiatrist's care, Greene was incredibly still alive, saved by a twelvestep program and the support of others in the same position. In this memoir, Greene shares the harrowing account of escaping psychiatry alive and being reborn in the spirit of love.
The first full account of the government-sanctioned genocide of California Indians under United States rule Between 1846 and 1873, California's Indian population plunged from perhaps 150,000 to 30,000. Benjamin Madley is the first historian to uncover the full extent of the slaughter, the involvement of state and federal officials, the taxpayer dollars that supported the violence, indigenous resistance, who did the killing, and why the killings ended. This deeply researched book is a comprehensive and chilling history of an American genocide. Madley describes pre-contact California and precursors to the genocide before explaining how the Gold Rush stirred vigilante violence against California Indians. He narrates the rise of a state-sanctioned killing machine and the broad societal, judicial, and political support for genocide. Many participated: vigilantes, volunteer state militiamen, U.S. Army soldiers, U.S. congressmen, California governors, and others. The state and federal governments spent at least $1,700,000 on campaigns against California Indians. Besides evaluating government officials' culpability, Madley considers why the slaughter constituted genocide and how other possible genocides within and beyond the Americas might be investigated using the methods presented in this groundbreaking book.
First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.