By Marla Morris
During this e-book, Morris explores the intersection of curriculum reviews, Holocaust stories, and psychoanalysis, utilizing the Holocaust to elevate problems with reminiscence and illustration. Arguing that reminiscence is the bigger class less than which background is subsumed, she examines the ways that the Holocaust is represented in texts written through historians and by way of novelists. For either, mental transference, repression, denial, projection, and reversal give a contribution seriously to shaping own stories, and will for that reason be certain the ways that they build the prior. the way in which the Holocaust is represented in curricula is how it is remembered. Interrogations of this reminiscence are the most important to our understandings of who we're in modern global. the topic of this text--how this reminiscence is represented and the way the method of remembering it's taught--is therefore vital to schooling this present day.
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Extra info for Curriculum and the Holocaust: competing sites of memory and representation
She is right to point out the difficulties and uncertainties that abound when approaching Holocaust texts. Unsettling our notions of clarity or understanding, Ellsworth is on target. Representing the Holocaust is not an easy task and many questions remain about the effects of these representations on readers and researchers. I also agree with Ellsworth that the notion of response is important. Of course we must respond to these memories. My own work has emerged from an ethical sensibility around the notion of response.
It is not something that is easily definable by Freud, or by anyone else for that matter. Introjection is a vague and shifting impression, as Derrida might say, pointing toward the ways in which we might internalize significant others into our psyche. Exactly how or why introjection happens is not clear. Freud suggests that after the resolution of the Oedipus Complex we introject images of our parents. How these significant others get internalized remains a mystery. What it is we do with these internal images is not clear either.
I am continually unsettled. Doing interpretive work around these texts causes unsettling ruptures in understanding and ruptures in representation. In working toward understanding these difficult memories, I realize how little an outsider to this event can understand. I stand outside this event because I am not a Holocaust survivor and thus I am always looking at this event through the memory text of others. At the moment I think I grasp Holocaust memory, this grasp is ruptured. Psychoanalytic theory can do only so much to help us understand.
Curriculum and the Holocaust: competing sites of memory and representation by Marla Morris