III.10. Les évacuations de Cracovie

III.10. Les évacuations de Cracovie

This article discusses dilemmas and contradictions that must be addressed when teaching and learning about the Holocaust in a neutral, “bystander” country. The first section of the article examines the ambiguity surrounding the events of WWII in Switzerland, and the lack of any significant memorial...

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Glavni avtor: Eichhorn, Laura
Format: Article ou chapitre numérique
Jezik:Français
Izdano: 2020
Online dostop:Accès Université d'Orléans et IFPM
Accès Université d'Orléans et IFPM
id cairn-RHSHO_211_0299
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spelling cairn-RHSHO_211_0299RHSHORevue d’Histoire de la Shoah https://shs.cairn.info/revue-d-histoire-de-la-shoah-2020-1-page-299?lang=fr https://doi.org/10.3917/rhsho.211.0299 III.10. Les évacuations de Cracovie Eichhorn, Laura2020 fre Revue d’Histoire de la Shoah | 211 | 1 | 2020-02-04 | p. 299-302 | 2111-885X RHSHO_21184 This article discusses dilemmas and contradictions that must be addressed when teaching and learning about the Holocaust in a neutral, “bystander” country. The first section of the article examines the ambiguity surrounding the events of WWII in Switzerland, and the lack of any significant memorial sites acknowledging deportation, destruction, or imprisonment. However, the border itself can be considered the country’s most important memorial site, because it was a place of not only rescue and asylum, but also of dismissal and expulsion that set refugees on a path to the death camps, exemplifying the multiple facets of Switzerland’s refugee policy.The second portion of the article addresses the experiences and emotions of teachers and the reluctance of some students to examine the topic. It also asks which subject is most deserving of our attention—victims, perpetrators, or bystanders. Also, an examination of the biographies of teachers’ own families shows the wide variety of links to recent history that exist in Switzerland’s multicultural society.The third section of the article presents educational tools that address the specific challenges faced by a bystander country, including documents and testimonies that show the diverging attitudes of Swiss actors. These resources facilitate a discussion about the responsibility of Swiss authorities, the possible actions they could have taken, and the dilemmas they faced. The teacher’s task is not to transmit a naive image of harmony, but neither should they depict the country’s behaviour as solely criminal and culpable. Instead, educators should teach that some Swiss were complicit with the Nazis, and others performed acts of courage and rescued victims. Switzerland was never wholly black or white ; instead it constituted a “grey zone” that was full of contradictions.Cairn free access
language Français
format Article ou chapitre numérique
building 0/Bibliothèque numérique/
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description This article discusses dilemmas and contradictions that must be addressed when teaching and learning about the Holocaust in a neutral, “bystander” country. The first section of the article examines the ambiguity surrounding the events of WWII in Switzerland, and the lack of any significant memorial sites acknowledging deportation, destruction, or imprisonment. However, the border itself can be considered the country’s most important memorial site, because it was a place of not only rescue and asylum, but also of dismissal and expulsion that set refugees on a path to the death camps, exemplifying the multiple facets of Switzerland’s refugee policy.The second portion of the article addresses the experiences and emotions of teachers and the reluctance of some students to examine the topic. It also asks which subject is most deserving of our attention—victims, perpetrators, or bystanders. Also, an examination of the biographies of teachers’ own families shows the wide variety of links to recent history that exist in Switzerland’s multicultural society.The third section of the article presents educational tools that address the specific challenges faced by a bystander country, including documents and testimonies that show the diverging attitudes of Swiss actors. These resources facilitate a discussion about the responsibility of Swiss authorities, the possible actions they could have taken, and the dilemmas they faced. The teacher’s task is not to transmit a naive image of harmony, but neither should they depict the country’s behaviour as solely criminal and culpable. Instead, educators should teach that some Swiss were complicit with the Nazis, and others performed acts of courage and rescued victims. Switzerland was never wholly black or white ; instead it constituted a “grey zone” that was full of contradictions.
author Eichhorn, Laura
spellingShingle Eichhorn, Laura
III.10. Les évacuations de Cracovie
author_facet Eichhorn, Laura
author_sort Eichhorn, Laura
title III.10. Les évacuations de Cracovie
title_short III.10. Les évacuations de Cracovie
title_full III.10. Les évacuations de Cracovie
title_fullStr III.10. Les évacuations de Cracovie
title_full_unstemmed III.10. Les évacuations de Cracovie
title_sort iii.10. les évacuations de cracovie
publishDate 2020
container_title
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url https://ezproxy.univ-orleans.fr/login?url=https://shs.cairn.info/revue-d-histoire-de-la-shoah-2020-1-page-299?lang=fr
https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.3917/rhsho.211.0299
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