This paper describes the Holocaust in modern research. The principal works in the contextof heritage trauma were penned by Barbara Engelking (Holocaust and Memory: The Experience of the Holocaust and Its Consequences: An Investigation Based on Personal Narratives) and Marianne Hirsh (Żałoba i postpamięć [Mourning and Postmemory]). Their analyses show how different were the attitudes taken by people who survived the Holocaust. I have completed my work with other research, focusing on the literature discussing psychological and political aspects. The aim was to show the diversity of the effects produced by the Holocaust and its unfading resonance in various areas of life.

This is the editor's introduction to Dan Stone (ed.), The Holocaust and Historical Methodology (New York: Berghahn Books, 2012)

Although Hayden White's historical theory has attracted the attention of historians in recent years, there has been hardly any attempt to analyze historical texts following his methodology. As the Holocaust representation and the possible limits of it is also in the list of the most debated historical subjects, a combination of the Holocaust historiography with a metahistorical analysis could prove worthwhile. Examining the classical works of Raul Hilberg, Andreas Hillgruber, Christopher Browning and Saul Friedländer, this paper finds which structural elements of their works on the Holocaust are compatible with White's theory, which ones constitute exceptions and why this happens. Some questions that appear are if the comic emplotment is appropriate to describe tragic events such as the Holocaust, if there are structurally homologous modes and if Holocaust historiography is a case where tropological succession in the evolution of the subject really exists, as has been suggested by White.

A short overview of historiography on the years 1933-1945 (surveying the period 1990-2018). This article was posted with special permission of the publisher. For the entire volume see: https://www.wiley.com/en-us/A+Companion+to+the+Holocaust-p-9781118970508

This article examines the ways that, in Holocaust education in Jewish schools in Melbourne and New York at the beginning of the 21st century, knowledge of the Holocaust is transferred to stu- dents in chronological form. It begins by asking: What work do chronological narratives do within the Holocaust historical nar- ratives offered within Jewish high school classrooms? In order to explore this question, examples from curricula and interviews with the teachers are explored. It is argued that while the use of chrono- logical narratives within the high-school classroom to narrate historical events is not unique to the teaching of the Holocaust, the work which this narrative form does is particular to the negotiation of the traumatic aftermath of the Holocaust.