The Power of the Performative: Crossing Between Fiction and Reality in Children’s Holocaust Narratives

• In Event: The Power of the Performative: Crossing Between Fiction and Reality in Children’s Holocaust Narratives

Abstract

Perhaps one cannot, what is more one must not, understand what happened, because to understand is to justify… If understanding is impossible, knowing is imperative, because what happened could happen again. –Primo Levi

Much has been written about Holocaust literature and there exists as well dissent amongst Holocaust researchers. Adorno (1982) argues that “to write poetry after Auschwitz is barbaric” (p. 34). Levi, as seen in the opening quote, counters, emphasizing that the legacy of the Holocaust must forever serve as a reminder of human evils. Genocide can, and indeed, has repeated itself; thus teaching the Holocaust to today’s youth becomes a moral imperative.

Yet readers and teachers must use caution when validating narratives as authentic representations of the Holocaust. Whether memoir, biography or historical fiction, there must be an element of authenticity in the stories told. The ultimate power of life histories lies in its performative element which is the focus of the presentation. Creating and performing life histories can change the way readers look at the world by offering new perspectives and promoting appreciation for those different than self. These new understandings then give rise to critical inquiry and illuminate the human experience (Nieto, 1992). This study has as its content, Holocaust narratives, and as its means of understanding the Holocaust, life histories. It looks at two groups of fifth grade students, who engage in a two month study of Hitler’s Germany, the Holocaust and chaos theory as it pertains to government.


The presenters seek to engage AERA participants in creating and performing life histories. The session opens with a live performance and a video of fifth graders’ Holocaust performances. Participants read authentic Holocaust picture books and create and perform life histories. Finally, participants examine ways that creating life histories fosters a deeper understanding of the Holocaust.


In exploring the juxtaposition of children’s Holocaust narratives and life histories, we seek to show the power of dramatic performance as a way to more fully engage students and help them to see the power of reading texts, fiction and expository. This presentation suggests and makes explicit the power of life histories for teaching reading and writing. Furthermore, it suggests the power of the performative in understanding historical and modern day events as well as human nature. It is also hoped that such work will move today’s youth to greater understanding and acceptance of difference in today’s world.


The session opens with a live performance of life histories by the presenters and a video showing fifth graders performing Holocaust life histories. Following the performance, presenters discuss the research and its findings. The audience is then invited to read authentic Holocaust picture books and create life histories. Working in small groups, participants script and create character performances. The life histories are then performed by participants. At the end of the session participants examine ways that creating life histories fosters deep understanding of the horrors of the Holocaust as seen through the eyes of fictive and real survivors.

Authors

• Marjorie E. Madden, Rowan University

• Susan Browne, Rowan University