LEADER 04002cam a2200361 a 4500001 27051 005 20240621143359.0 008 980206b1995 ilua 000 0 eng 035 27051 040 LHM |beng |erda |cLHM 090 D804.45.U55 |bB57 1995 100 1 Bischoping, Katherine. 245 10 Papers in Holocaust and genocide studies / |cby Katherine Bischoping. 264 1 [Place of publication not identified] : |b[publisher not identified], |c1995. 300 vi, 149 pages : |billustrations 336 text |btxt |2rdacontent 337 unmediated |bn |2rdamedia 338 volume |bnc |2rdacarrier 502 Thesis (Ph. D.)--University of Michigan, 1995. 504 Includes bibliographical references. 520 This dissertation consists of three papers in Holocaust and genocide studies. The first, "Social Influences on Holocaust Knowledge," explores the relationships between a survey measure of Holocaust knowledge and generation, education, ethnicity, and gender. The data come from a United States national sample survey of 491 respondents, a University of Michigan undergraduate student survey with 512 respondents, and a set of 40 qualitative interviews conducted with a subsample of the University of Michigan survey respondents. By combining qualitative and quantitative data analysis, we find that generation, education, and ethnicity are strong predictors of Holocaust knowledge because of underlying social psychological processes of identity. Other key findings in this paper are a theoretical critique of research in generations and collective memory suggested by analyzing knowledge of Anne Frank, and a methodological comparison of national and student samples. The second paper, "Hidden Assumptions about Methods and Meaning in Holocaust Knowledge Surveys," uses the same data, in combination with a review of theoretical perspectives in Holocaust and genocide studies, to identify flaws in survey research about Holocaust knowledge. Specifically, current survey research places undue faith in the ability to determine absolute knowledge levels, treats knowledge and emotion as distinct categories although theory predicts that both are valuable, and uses closed questions that do not address the critical thinking skills that would be essential in predicting or preventing genocides. Alternative methods of studying Holocaust knowledge within a survey framework are sketched out here. The third paper, "Border Lines: Indigenous Peoples in Genocide Studies," critically examines the conceptual framework in genocide studies that serves to exclude the experiences of indigenous peoples. Drawing on research about a variety of genocides, including the Holocaust, the Cambodian genocide, the former Yugoslavia, and genocides of indigenous peoples, a broader comparative approach to three areas in genocide studies--victims' responses to genocide, healing, and justice--is demonstrated. This study challenges assumptions about universals in genocide studies and contributes to overarching theoretical frameworks in the field. Questions about its practical value to indigenous peoples lead, in the conclusion, to a discussion of the nature and functions of knowledge and academic research. 530 Electronic version(s) |bavailable internally at USHMM. 533 Photocopy. |bAnn Arbor, Mich. : |cUMI Dissertation Services, |d1997. |e22 cm. 590 Dissertations and Theses 591 Record updated by Marcive processing 21 June 2024 650 0 Holocaust, Jewish (1939-1945) |xStudy and teaching |zUnited States. 650 0 Holocaust, Jewish (1939-1945) |xPublic opinion. 650 0 Public opinion |zUnited States. 856 41 |uhttp://proquest.umi.com/pqdweb?did=742647081&sid=19&Fmt=6&clientId=54617&RQT=309&VName=PQD |zElectronic version from ProQuest 956 41 |u http://dc.ushmm.org/library/bib27051/9610079.pdf |z Hosted by USHMM. 852 0 |bstacks |hD804.45.U55 |iB57 1995 852 |bwww 852 |bebook