Christin Zühlke
Christin Zühlke is a Postdoctoral Research Fellow in Holocaust Literature at Washington University in St. Louis, MO. Her research focuses on Jewish experiences and responses to the Holocaust, with a specific emphasis on Yiddish, gender, and religious aspects. Her research interests also address Holocaust memory, Yiddish, Jewish and Holocaust Museums, Modern Jewish Thought, Pop Culture, and Practical Ethics.
In her postdoctoral research, she comprehensively studies Jewish masculinities in Elie Wiesel's writings. She holds a Ph.D. from the Center for Research on Antisemitism, Technical University of Berlin, Germany. Her Ph.D. project analyzed the Yiddish writings of the Sonderkommando in Auschwitz-Birkenau with an emphasis on Jewish Cultural Studies and Jewish as well as Holocaust Literature.
She co-published 2023 "New Microhistorical Approaches to an Integrated History of the Holocaust" and 2022 "Die Nacht," a new, annotated German translation of "La Nuit" by Elie Wiesel with the Elie Wiesel Research Center. She is an Associate Co-Editor of the "Cambridge History of Holocaust Literature" and co-edits "New Approaches to Teaching Holocaust Literature." She co-edits the "Elie Wiesel Research Series" as well as the annotated 24-volume edition of "Elie Wiesel Werke" ("Works of Elie Wiesel.")
She studied Jewish Studies, Philosophy, and German Studies and was a Visiting Scholar at the Hebrew University in Jerusalem, Israel, the University of California, Berkeley, and the German Historical Institute (Pacific Regional Office in Berkeley).
Supervisors: Erin McGlothlin
In her postdoctoral research, she comprehensively studies Jewish masculinities in Elie Wiesel's writings. She holds a Ph.D. from the Center for Research on Antisemitism, Technical University of Berlin, Germany. Her Ph.D. project analyzed the Yiddish writings of the Sonderkommando in Auschwitz-Birkenau with an emphasis on Jewish Cultural Studies and Jewish as well as Holocaust Literature.
She co-published 2023 "New Microhistorical Approaches to an Integrated History of the Holocaust" and 2022 "Die Nacht," a new, annotated German translation of "La Nuit" by Elie Wiesel with the Elie Wiesel Research Center. She is an Associate Co-Editor of the "Cambridge History of Holocaust Literature" and co-edits "New Approaches to Teaching Holocaust Literature." She co-edits the "Elie Wiesel Research Series" as well as the annotated 24-volume edition of "Elie Wiesel Werke" ("Works of Elie Wiesel.")
She studied Jewish Studies, Philosophy, and German Studies and was a Visiting Scholar at the Hebrew University in Jerusalem, Israel, the University of California, Berkeley, and the German Historical Institute (Pacific Regional Office in Berkeley).
Supervisors: Erin McGlothlin
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Edited Books by Christin Zühlke
The Elie Wiesel Research Center at the University of Tübingen translated Elie Wiesel’s memoir “La Nuit” entirely new into German. It took for the first time the Jewish and historical background into account.
The center aims for a complete annotated German edition of Elie Wiesel’s published work, including his autobiographical, essayistic, belletristic, and Judaistic work in Yiddish, Hebrew, French, and English. Further, the center will establish the Elie Wiesel Research Series (EWRS).
- The book was published on July 11, 2022. -
For a preview:
https://media.herder.de/leseprobe/978-3-451-03397-1/index.html
For more information:
www.uni-tuebingen.de/forschungsstelle-elie-wiesel
https://www.herder.de/leben-shop/die-nacht-kartonierte-ausgabe/c-28/p-24657/
Papers by Christin Zühlke
The article explores the dynamics between the male Sonderkommando members and the female prisoners, arguing that the men responded to the tormented women within the context of their Jewish masculinity. This response was ambiguous and contradictory, communicating their power as well as their despair and powerlessness. Narratives of Jewish masculinity during the Khurbm often neglect to evaluate the range of Jewish male victims’ responses and choices. In his text, Langfus aims to comprehend the mental and emotional conditions in which the Sonderkommando prisoners and the female prisoners found themselves, illustrating the interactions between the two groups. I argue that the Yiddish Sonderkommando testimonies exemplify the intricate and ambivalent nature of Jewish masculinity. They provide a complex example of how gender influences one’s understanding of acts of violence, including the roles of both perpetrators and victims. The responses of the Jewish male Sonderkommando challenge our current perceptions and assumptions about Jewish masculinity during the Khurbm.
The article provides an overview of the Sonderkommando and the Yiddish writings. (Also, I gave a short interview regarding my research.)
Due to publishing rights, I am not allowed to upload the full article. The article was published in:
Nesfield, Victoria, and Philip Smith. The Struggle for Understanding: Elie Wiesel´s Literary Works. Albany: State University of New York Press, 2019.
Call for Papers by Christin Zühlke
Lessons & Legacies Conference 2024
(more information in the PDF)
Holocaust literature is now widely taught in the university classroom, yet developments across and beyond Holocaust Studies require new pedagogical approaches and frameworks. Recent insights into the canonization and circulation of Holocaust literature from historiography, postcolonial studies, gender studies, memory studies, and translation studies prompt new questions regarding the teaching of Holocaust literature: How can the complexity and diversity of Holocaust literature be made available to students when a canon has solidified over the years? How can students who have access only to translated texts or to texts written in a single language grasp the intrinsically multilingual nature of Holocaust literature? How can instructors draw attention to the diverse languages and geographies of Holocaust experience?
New Approaches to Teaching Holocaust Literature will explore these and other questions through chapters that focus on pedagogical approaches and strategies. The volume is intended to serve as a valuable pedagogical tool for university-level instructors teaching Holocaust literature in both major-specific and broad-based liberal arts courses.
We seek chapters in one of two formats: shorter contributions (4,000 words with notes) that focus on a discrete issue or pedagogical strategy, and longer chapters (8,000 words with notes) that either more thoroughly investigate a particular issue or concentrate on a broader topic. Chapters may address (but do not need to be limited to) such topics as:
• Holocaust pedagogy for a diverse classroom
• Master and minor narratives of the Holocaust and its diverse languages and geographies
• The teaching of Holocaust literature in the context of resurgent nationalism, antisemitism, and anti-Jewish violence
• Transnational and multidirectional approaches relating the Holocaust to other historical instances of mass violence and human rights abuses.
• The critical role of translation and the limits of translation in the English-language classroom
• Gendered experiences during the Holocaust and in its representation
• Holocaust literature and aesthetics
• Multimedial pedagogical approaches to Holocaust literature
• The ethical dimensions of Holocaust literature
• The complexity of subject positions during the Holocaust
Chapters containing practical pedagogical materials, such as assignments, assessments, and sample syllabi, are encouraged.
Please send McKenna Marko (M.Marko@leeds.ac.uk) and Christin Zühlke (zuehlke@wustl.edu) your 300-500 word proposal indicating your intended topic and chapter length (4,000 or 8,000 words) by April 15, 2024. Initial chapter drafts will be due April 1, 2025.
Guest edited by Dominic Williams and Christin Zühlke
This Call for Papers is for an interdisciplinary special issue interrogating representations of murder by gassing in the Holocaust. We define this topic widely to include gas chambers in concentration camps and the T4 projects, as well as gas vans. The call is intentionally broad to capture different perspectives and scholarly approaches, and we aim to include examinations of a variety of media such as art, space, film, and sound. We also invite submissions that consider literary, sociological, historical, and cultural topics during and after the Holocaust.
Guest edited by Björn Krondorfer and Christin Zühlke
This special section/issue presents case studies that put a spotlight on men as gendered beings in particular instances related to the history and legacy of the Holocaust. The issue will focus on masculinities during the Holocaust but aims to include research on non-binary and trans people as well. The call for proposals is intentionally broad to capture different perspectives and scholarly approaches. This issue aims to define masculinities going beyond a mere understanding of sexuality.
Each contribution should be between 7,000 and 8,000 words including bibliography, footnotes, and captions. Please indicate your interest by submitting either a paper proposal including title and abstract (up to 300 words) or article draft. Please add a short biography (up to 150 words). Proposals/articles can be submitted as soon as they are ready, but no later than Feb 1, 2024. We especially would like to encourage early career scholars to send their work.
The Elie Wiesel Research Center at the University of Tübingen translated Elie Wiesel’s memoir “La Nuit” entirely new into German. It took for the first time the Jewish and historical background into account.
The center aims for a complete annotated German edition of Elie Wiesel’s published work, including his autobiographical, essayistic, belletristic, and Judaistic work in Yiddish, Hebrew, French, and English. Further, the center will establish the Elie Wiesel Research Series (EWRS).
- The book was published on July 11, 2022. -
For a preview:
https://media.herder.de/leseprobe/978-3-451-03397-1/index.html
For more information:
www.uni-tuebingen.de/forschungsstelle-elie-wiesel
https://www.herder.de/leben-shop/die-nacht-kartonierte-ausgabe/c-28/p-24657/
The article explores the dynamics between the male Sonderkommando members and the female prisoners, arguing that the men responded to the tormented women within the context of their Jewish masculinity. This response was ambiguous and contradictory, communicating their power as well as their despair and powerlessness. Narratives of Jewish masculinity during the Khurbm often neglect to evaluate the range of Jewish male victims’ responses and choices. In his text, Langfus aims to comprehend the mental and emotional conditions in which the Sonderkommando prisoners and the female prisoners found themselves, illustrating the interactions between the two groups. I argue that the Yiddish Sonderkommando testimonies exemplify the intricate and ambivalent nature of Jewish masculinity. They provide a complex example of how gender influences one’s understanding of acts of violence, including the roles of both perpetrators and victims. The responses of the Jewish male Sonderkommando challenge our current perceptions and assumptions about Jewish masculinity during the Khurbm.
The article provides an overview of the Sonderkommando and the Yiddish writings. (Also, I gave a short interview regarding my research.)
Due to publishing rights, I am not allowed to upload the full article. The article was published in:
Nesfield, Victoria, and Philip Smith. The Struggle for Understanding: Elie Wiesel´s Literary Works. Albany: State University of New York Press, 2019.
Lessons & Legacies Conference 2024
(more information in the PDF)
Holocaust literature is now widely taught in the university classroom, yet developments across and beyond Holocaust Studies require new pedagogical approaches and frameworks. Recent insights into the canonization and circulation of Holocaust literature from historiography, postcolonial studies, gender studies, memory studies, and translation studies prompt new questions regarding the teaching of Holocaust literature: How can the complexity and diversity of Holocaust literature be made available to students when a canon has solidified over the years? How can students who have access only to translated texts or to texts written in a single language grasp the intrinsically multilingual nature of Holocaust literature? How can instructors draw attention to the diverse languages and geographies of Holocaust experience?
New Approaches to Teaching Holocaust Literature will explore these and other questions through chapters that focus on pedagogical approaches and strategies. The volume is intended to serve as a valuable pedagogical tool for university-level instructors teaching Holocaust literature in both major-specific and broad-based liberal arts courses.
We seek chapters in one of two formats: shorter contributions (4,000 words with notes) that focus on a discrete issue or pedagogical strategy, and longer chapters (8,000 words with notes) that either more thoroughly investigate a particular issue or concentrate on a broader topic. Chapters may address (but do not need to be limited to) such topics as:
• Holocaust pedagogy for a diverse classroom
• Master and minor narratives of the Holocaust and its diverse languages and geographies
• The teaching of Holocaust literature in the context of resurgent nationalism, antisemitism, and anti-Jewish violence
• Transnational and multidirectional approaches relating the Holocaust to other historical instances of mass violence and human rights abuses.
• The critical role of translation and the limits of translation in the English-language classroom
• Gendered experiences during the Holocaust and in its representation
• Holocaust literature and aesthetics
• Multimedial pedagogical approaches to Holocaust literature
• The ethical dimensions of Holocaust literature
• The complexity of subject positions during the Holocaust
Chapters containing practical pedagogical materials, such as assignments, assessments, and sample syllabi, are encouraged.
Please send McKenna Marko (M.Marko@leeds.ac.uk) and Christin Zühlke (zuehlke@wustl.edu) your 300-500 word proposal indicating your intended topic and chapter length (4,000 or 8,000 words) by April 15, 2024. Initial chapter drafts will be due April 1, 2025.
Guest edited by Dominic Williams and Christin Zühlke
This Call for Papers is for an interdisciplinary special issue interrogating representations of murder by gassing in the Holocaust. We define this topic widely to include gas chambers in concentration camps and the T4 projects, as well as gas vans. The call is intentionally broad to capture different perspectives and scholarly approaches, and we aim to include examinations of a variety of media such as art, space, film, and sound. We also invite submissions that consider literary, sociological, historical, and cultural topics during and after the Holocaust.
Guest edited by Björn Krondorfer and Christin Zühlke
This special section/issue presents case studies that put a spotlight on men as gendered beings in particular instances related to the history and legacy of the Holocaust. The issue will focus on masculinities during the Holocaust but aims to include research on non-binary and trans people as well. The call for proposals is intentionally broad to capture different perspectives and scholarly approaches. This issue aims to define masculinities going beyond a mere understanding of sexuality.
Each contribution should be between 7,000 and 8,000 words including bibliography, footnotes, and captions. Please indicate your interest by submitting either a paper proposal including title and abstract (up to 300 words) or article draft. Please add a short biography (up to 150 words). Proposals/articles can be submitted as soon as they are ready, but no later than Feb 1, 2024. We especially would like to encourage early career scholars to send their work.
https://britishassociationforholocauststudies.wordpress.com/2019/08/09/where-the-trees-were-the-silent-witnesses/
http://yiddish.forward.com/articles/212043/