Jews, Antisemitism, and the Middle East

Curtis, Michael Kent

doi:10.4324/9780203787939

Cited by 4 publications

(2 citation statements)

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“…For example, in the Middle East, it is traditionally considered highly insulting to hit someone with the bottom of a shoe, which is considered to be dirty. To show the sole of your shoe and throwing shoes to someone in the Arab world are signs of extreme disrespect (Curtis, 2018). Shoes also have a strong religious connotation, and the Bible is rife with symbolic references to shoes.…”

Section: Introductionmentioning

confidence: 99%

“…During the tenth-anniversary memorial of the September 11 attacks in the USA, 3 000 pairs of shoes represented those killed. The Jews who were massacred by Fascist Hungarian militia in Budapest during the Second World War are honoured by the memorial erected on the east bank of the Danube River in Budapest, Hungary (Curtis, 2018). The shoes represent the Jews who had to take off their shoes before being shot at the edge of the river so that their bodies could fall in the water and be carried away.…”

Section: Introductionmentioning

confidence: 99%

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"Better a barefoot than none": Influences of Nationalist ideologies on girlhood in the history classroom

Woest

2021

Y&T n.

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This study adopted autoethnography as a research methodology to relive and reflect on my experiences as a White Afrikaner girl in a history class during the apartheid era in South Africa. This paper focuses on how the grand narratives of Afrikaner Nationalist ideologies and Whiteness in South Africa influenced girlhood or girl-becoming within the History classroom during apartheid in the late 1980s. This paper purposefully interrogates how ideologies of white supremacy, such as ordentlikheid (ethnicised respectability), found their way into the micro-context of a primary school history classroom through small acts of oppression. Epistemologically, I underpin this this paper by an interpretative paradigm to justify the meaning-making of personal experiences, which form the core of this paper. Methodologically, the study adopted a qualitative approach, and the research design comprised of an autoethnography. Data consisted of a personal narrative developed from a reflective piece of personal free writing into a crafted story by relying on memory work and checked by verisimilitude to remember specific details. I was the sole participant in that I generated the data through my narrative. An analysis of the findings showed 'place' as predominant convergence of identity marker, namely the place of 'outsider-girlhood' within the socio-educational context and intersectionality as Nationalist influence on white girlhood. I conclude the paper with my final reflections as a form of meaning-making. Keywords: Afrikaner; Autoethnography; White girlhood; History education; Role-play, Whiteness.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%