Logan Peterson presented his paper entitled, “Shade on the Tracks: Discrimination and Trauma on the Kindertransport,” written as his final project for the Refugees in 20th Century Europe class. His paper and presentation highlighted the need for scholarship on the darker side of the mass relocation of Jewish children from Nazi Germany to Great Britain, and explores the “hardships, ill-treatment, and a pervading sense of loss” that he discovered in his research. While there were positives for the Kindertransport, with thousands of lives saved, there were also negatives as those children tried to navigate life in a new country, with a new family, and without proper support, with Logan noting that “it is essential to acknowledge that many of the Kinder suffered from the discrimination and trauma facilitated by agencies and foster families associated with the program.”

Alissa Fox created a poetry book, complete with images, as her final project for the Jewish Holocaust 1933-1945 course. She chose to focus on survivor Estelle Wakszlak Laughlin. Estelle was born in Warsaw, Poland to Jewish parents on July 9, 1929. When the Nazis entered Poland in 1939, she was ten years old and witnessed first hand the brutality, hatred, and violence of the invading forces. The following year, the Warsaw Ghetto was established, though the family did not have to move because their apartment building was within the boundaries. They hid to avoid deportation to Treblinka and Estelle became a forced laborer along with thousands of remaining Jews in the ghetto. Ultimately, the family was dragged from their underground bunker during the Warsaw ghetto uprising. Estelle, her older sister Freda, her mother Michla, and her father Samek were sent to Madjanek concentration camp. Her father was sent to the gas chambers, while the women worked as forced laborers. Ultimately, the women of the family were liberated by advancing Russian forces in Częstochowa in January 1945. Alissa’s poetry project spans the decades of Estelle’s life, beginning with the poem about her birth “Michla, Samek, and, little Freda” and ending with the poem “Hope,” published in full below.

Anticipation. Fear. Hope.

Estelle did not think she was allowed to hope.

Beyond the ghetto, her hope withered and disappeared.

The camps tore her hope into pieces and buried it deep underground.

Estelle wanted to live, but she had no hope that she would.

Everyone needs hope.

Hope for love—hope for greatness—hope for survival—hope for joy—hope for peace.

“Our inspirations and strive came from the darkest place of our lives…can you imagine a world without the sound of children? Me neither.” – Estelle Wakszlak Laughlin

What inspired you to take Polly Zavadivker's class?

LP: During the 2023 summer session, I took a phenomenal World Literature class (English 376) with Professor Eman Al-Drous. The course theme was "A Journey Across Borders: Exploring Displacement and Identity." It was an intriguing and often harrowing glimpse into the world of refugees from a literary standpoint. When I learned of the opportunity to explore the topic in greater depth from a historical perspective in Polly Zavadivker’s class (History 268: Refugees in 20th Century Europe), I leaped at the chance. I'm glad I did!

AF: I consider myself culturally and religiously Jewish. When I was searching for classes that aligned with my schedule, I was immediately drawn to Polly Zavadivker’s curriculum and key topics that were set to be discussed in her class. I have always wanted to learn more about the Holocaust and the events leading up to it, as I used to assist in teaching 6th graders about it at my Synagogue, but I never found the proper opportunity. Even on my first day of her class, I knew I would love it and gain invaluable knowledge and experience from it. 

What did you get out of the class?

LP: As my high school history teacher used to chant religiously: "Nothing happens in a vacuum. Everything leads to something else." Polly Zavadivker’s class provided a fascinating study on the causal relationship between specific historical events on the European continent and the mass displacement of peoples decades later.

AF: I was able to take a deep dive into the entirety of the Holocaust while keeping in mind that knowledge can and will still be discovered from the horrific events. Polly Zavadivker opened the floor to ask her students what they wanted to focus on and study, which created a positive learning environment. I was never fearful of asking questions and I was always left curious once class had ended. Furthermore, we had the opportunity to go to the National Holocaust Museum located in Washington D.C., which was an experience that I not only believe everyone should attend once, but it is one I will never forget.

Why did you choose the topic for your project? 

LP: The Anthony Hopkins movie One Life had recently come out. It's a biographical drama about Sir Nicholas Winton - the British humanitarian who helped rescue refugee children through the Kindertransport. I had seen the famous clip from the 1988 television show That's Life when Winton was surprised by a studio audience filled with the children and relatives of the children he had helped to save. It's an emotional scene, and I thought it would be worthwhile to delve into the history connected to it.

AF: I knew I wanted to focus on women in concentration camps, as they were commonly seen as useless and quickly discarded. Furthermore, Estelle’s story struck me because of her bravery and because she was so young when she was forced into the camps. I admired her willingness to continue living, as I questioned if I would have had the same drive to survive.

What is the most surprising thing that you learned during the process?

LP: Having only ever perceived the Kindertransport as a "feel-good" narrative, I was shocked by the stories I came across early in my research. To be certain, the Kindertransport was an amazing program, but so many accounts of the Kinder document the terrible hardships they faced. What's fascinating is that most of these have only come to light recently (in the last 35 years). I think the Kindertransport 50th anniversary reunion in London in 1989 was the major catalyst that brought these revelations to the public's attention--it sparked a renewed, critical interest in the program as many Kinder (then in their 50s and 60s) were inspired to share their stories while there was still time.

AF: The most surprising thing I learned was that Estelle, her sister Frieda, and her mother Michla, created a pact that if one of them passed away, they would all follow in her footsteps. I not only admired this sacrifice, but it made me think about my own family, and how close we are to one another. Family is extremely important to me and Estelle and I shared that in common.

What does sharing your research publicly mean to you?

LP: Sharing my research publicly gave it a more "organic" feel. The papers I write are usually only seen by my professors and me. After they're completed and a grade is assigned, I tuck them away in some forgotten corner of my hard drive, where they gather digital dust. Presenting this paper in a public space made it seem much greater than a standard academic transaction--it was something alive that I got to share with people, allowing it to thrive and grow. That was a wonderful experience.

AF: I have little experience sharing anything in public, let alone my work. I felt extremely grateful that my family and friends were there to share the experience with me, but also that I was able to swallow any type of fear that I had and share a piece of art that I knew would make a difference in people’s minds and hearts. Although I am an Animal Science major, on track to becoming a Veterinarian, I am extremely passionate about my religion and culture and consider myself extremely lucky that I was able to have the experience of sharing my hard work and passion for my community. Furthermore, having the opportunity to share someone else's story allowed me to step into their shoes, the best that I am able, and try to experience what they did, even though they are not here today to share their life.