Abstract

This article applies the theory of “key educational experiences” to argue that while German memorials and documentation centers provide visitors with ample information about the Third Reich, their tone of neutral objectivity and their strategies of identity dissociation prevent German visitors from identifying with the German past. The sites’ declared educational goals are thus undermined. The author concludes that a post-traumatic pedagogy of repression and evasion is unlikely to create key experiences that will have long-term effects on visitors’ identities.

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Additional Information

ISSN
1476-7937
Print ISSN
8756-6583
Pages
pp. 482-509
Launched on MUSE
2015-02-13
Open Access
No
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