The spectre of the thing: The construction of the Sydney Gay and Lesbian Holocaust memorial

IF 0.5 Q1 HISTORY

Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2021-12-22 DOI:10.52289/hej8.303

Martin Kerby, Malcom Bywaters, M. Baguley

引用次数: 0

Abstract

The Sydney Gay and Lesbian Holocaust Memorial is situated on the western side of Green Park in Darlinghurst, in Sydney, Australia. Darlinghurst is considered the heart of Sydney's gay and lesbian population, having been the site of demonstrations, public meetings, Gay Fair Days, and the starting point for the AIDS Memorial Candlelight Rally. It is also very close to both the Sydney Jewish Museum and the Jewish War Memorial. The planning and construction of the Memorial between 1991 and 2001 was a process framed by two competing imperatives. Balancing the commemoration of a subset of victims of the Holocaust with a positioning of the event as a universal symbol of the continuing persecution of gays and lesbians was a challenge that came to define the ten year struggle to have the memorial built.

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事物的幽灵:悉尼同性恋大屠杀纪念馆的建设

悉尼同性恋大屠杀纪念馆位于澳大利亚悉尼达林赫斯特格林公园的西侧。达林赫斯特被认为是悉尼同性恋人群的中心，是示威游行、公众集会、同性恋博览会日和艾滋病纪念烛光集会的起点。它离悉尼犹太博物馆和犹太战争纪念馆也很近。1991年至2001年期间，纪念馆的规划和建设是一个由两个相互竞争的要求构成的过程。在纪念大屠杀的一小部分受害者与将这一事件定位为对同性恋者持续迫害的普遍象征之间取得平衡是一项挑战，这一挑战后来定义了为建立纪念馆而进行的十年斗争。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education HISTORY-

CiteScore

0.80

自引率

33.30%

发文量

审稿时长

10 weeks

期刊介绍： Historical Encounters is a blind peer-reviewed, open access, interdsiciplinary journal dedicated to the empirical and theoretical study of: historical consciousness (how we experience the past as something alien to the present; how we understand and relate, both cognitively and affectively, to the past; and how our historically-constituted consciousness shapes our understanding and interpretation of historical representations in the present and influences how we orient ourselves to possible futures); historical cultures (the effective and affective relationship that a human group has with its own past; the agents who create and transform it; the oral, print, visual, dramatic, and interactive media representations by which it is disseminated; the personal, social, economic, and political uses to which it is put; and the processes of reception that shape encounters with it); history education (how we know, teach, and learn history through: schools, universities, museums, public commemorations, tourist venues, heritage sites, local history societies, and other formal and informal settings). Submissions from across the fields of public history, history didactics, curriculum & pedagogy studies, cultural studies, narrative theory, and historical theory fields are all welcome.