Talking of Genocide
Yesterday I had the
privilege of talking to 25 Year 12 students of St Oran's College.
They are studying 'Genocide', any topic to do with Genocide, for
their NCEA assignment. They were not particularly focussed on the
Holocaust, but their teacher was one of the teachers who advised the
Holocaust Centre on how to teach the Holocaust within the New Zealand
school curriculum. The term 'Genocide' and the whole question of
understanding genocide within a Holocaust context bothers me. Where
do I start? How do I start? I began by showing the short film we have
about Holocaust survivors in which I make a cameo appearance. This
gave the girls a chance to settle down, get their breath back after
walking from the new War Memorial park to our Centre. It also gave us
the opportunity to prompt some questions. These questions enabled me
to get to know the students better, explore ideas, and help them to
think about their assessments. The girls were studying a wide range
of genocides: the Ukranian famine, Rwanda, the Armenian genocidal,
Pol Pot, perhaps Serbia and Kosovo, and interestingly, the slaughter
of Tasmanian Aborigines. One of the girls asked me about medical
experiments in Auschwitz, not a nice subject. This lead the
discussion on to the topic of inferior races that can be treated as
less than human. Inevitably, because I was taking the session, and
because they came to the Holocaust Centre, I touched on racial theory
and the corruption of the Darwinian Theory of Evolution, but I also
pointed out the difference between the Holocaust and other so called
genocides. Genocides happened between neighbours, and the killing
takes place where the conflict occurs, whereas the murder of Jews was
not, by and large, executed by neighbours, but by outside authorities.
There were certainly exceptions, Romanian fascists killed their
Jewish neighbours in the centre of Bucharest, Hungarian Arrow Cross
shot some Jews in the streets of Budapest, Polish villagers killed
their Jewish neighbours in their local village even before the German
troops arrived, but compared with the vast numbers killed, these were
exceptions. The norm was that people in Amsterdam, Thessalonika,
Byalistok, Berlin and all parts of German occupied Europe were put on
trains, delivered to camps purposely designed to murder people and
were killed there. We had the opportunity to explore the nature of
genocide, and found that differences of race, genes, hardly came into
it. Ukrainians died not because they were Ukrainians, but because
they were peasants attached to their land and were not prepared to
join collectives as demanded by Stalin's Five Year Plan and forced
collectivisation, The Hutus murdered Tutsis not because they were a
different race, but because of perceived different tribal traditions.
Pol Pot murdered people to purify society, get rid of colonial and
capitalist strains, Yugoslavs, South Slavs murdered each other for
religious differences and different historical memories. One of the
issues, I suggested, that the girls had to do in addressing the
question of genocide is to unscramble the meaning of the term.
Perhaps the only true genocide we talked about was the hunting of
Tasmanian Aborigines. It was a source of great satisfaction that at
my age I had the opportunity of sharing thoughts with a roomful of 16
– 17 year olds. They thanked me for sharing my life with them, I
said that sharing is a two sided affair and thanked them for
listening to me.