Novick's work is an exploration of how the Jewish holocaust came to beviewed as central to American life (as opposed to life in Europe, where itoccurred) after it had been marginalized following World War
11
(p.
6),
andindeed, how it came to be the basis for a shared sense of Jewish identity inthe United States. Novick insists that in the late twentieth century, the holo-caust, as the only common denominator of American Jewish identity, "filleda need for a consensual symbol
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.
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well designed to confront increasingcommunal anxiety about 'Jewish continuity' in the face of declining religios-ity, together with increasing assimilation and a sharp rise in intermarriage, allof which threatened demographic catastrophe" (p.
7).
According to Novick, the belated centralization of the holocaust in Ameri-can life was the result of a number of developments, including the rise ofethnic-based identities as an explicit part of public discourse and a change inthe attitude toward victimhood from contempt to empathy and identifica-tion. In an American context, where African Americans, among others, finallyhave been able to narrate part of their story of victimization, the Jewish dis-course on the holocaust insists that "we have not just a competition for rec-ognition but a competition for primacy"
@.
9).
This insistence on theuniqueness of the holocaust is prominent in what Finkelstein calls the "Holo-caust industry." Novick sees the claim of holocaust uniqueness as an attemptto downplay the catastrophes of others as ordinary in comparison.Of Jewish commemoration of the holocaust, Novick comments on how"'unJewish'-how Christian-it is. I am thinking of the ritual of reverentlyfollowing the structured pathways of the Holocaust in the major museums,which resembles nothing so much as the Stations of the Cross on the ViaDolorosa"
@.
11). Novick is concerned as to whether the centralization ofthe holocaust in American life is "good for the Jews" (p.
11)
and whetherthere are "lessons of the Holocaust" to be learned
(p.
12). He asserts that,pedagogically, the holocaust seems dubious as a source of historical lessons"not because of its alleged uniqueness, but because of its extremity." Headds, "There are, in my view, more important lessons about how easily webecome victimizers to be drawn from the behavior of normal Americans innormal times than in the behavior of the SS in wartime"
@.
13). He alsoclaims that the lesson of the holocaust may not be to sensitize "us to oppres-sion," because "making it the benchmark of oppression and atrocity worksin precisely the opposite direction, uivializing crimes of lesser magnitude"and resulting in "truly disgusting" debates such as whether the Bosnian con-flict was "truly holocaustal or merely genocidal" (p. 14).Novick's ultimate concern is how the claims of holocaust uniqueness andincomparability function in American life to promote
evasion
of moral and historical responsibility. Repeated as-sertions that whatever the United States has done to Blacks,
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