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The sequel to the Holocaust novel ‘Boy in the Striped Pajamas’ is here. Its author has no regrets.
(JTA) – At one point in John Boyne’s new novel “All The Broken Places,” a 91-year-old German woman recalls, for the first time, her encounter with a young Jewish boy in the Auschwitz death camp 80 years prior.
“I found him in the warehouse one day. Where they kept all the striped pajamas,” she says.
The woman, Gretel, quickly realizes her mistake: that “this was a phrase peculiar to my brother and me.” She clarifies that she is referring to “the uniforms. … You know the ones I mean.”
Boyne’s readers are, in fact, likely to know what Gretel means, as “All The Broken Places” is a sequel to Boyne’s 2006 international bestseller “The Boy in the Striped Pajamas.” At a time when other Holocaust books intended for young readers have been challenged or removed from some American schools, the enduring popularity of “Striped Pajamas” has conjured up love and loathing in equal measure for its depiction of Nazi and Jewish youths during the Holocaust. It has sold 11 million copies, appeared in 58 languages and in major motion picture form, and been the only assigned reading about Jews or the Holocaust for countless schoolchildren, mostly in Britain. Yet Holocaust scholars have warned against it, panning it as inaccurate and trafficking in dangerous stereotypes about Jewish weakness.
Speaking to the Jewish Telegraphic Agency from his Dublin home on Tuesday, the day “All the Broken Places” hit U.S. shelves, Boyne said he hoped readers would take his new book on its own terms — as a more sophisticated meditation on guilt, culpability and evil, for an adult audience rather than children this time. But he also wants to defend the original work that made him famous.
“I do feel it’s a positive contribution to the world and to Holocaust studies,” said Boyne, who estimates that he has personally spoken to between 500 and 600 schools about “Striped Pajamas.”
Not everyone agrees. A 2016 study published by the Centre for Holocaust Education, a British organization housed at University College London, found that 35% of British teachers used his book in their Holocaust lesson plans, and that 85% of students who had consumed any kind of media related to the Holocaust had either read the book or seen its movie adaptation.
That level of widespread familiarity with the book led many students to inaccurate conclusions about the Holocaust, such as that the Nazis were “victims too” and that most Germans were unaware of the horrors being visited upon the Jewish people, the study found.
A promotional image from the 2008 film adaptation of “The Boy in the Striped Pajamas.” (Miramax)
As overall awareness of the Holocaust has decreased among young people especially, Boyne’s novel has become a casualty of its own success. Holocaust scholars in the United Kingdom and United States have decried the book, with historian David Cesarani calling it “a travesty of facts” and “a distortion of history,” and the Holocaust Exhibition and Learning Centre in London publishing a long takedown of the book’s inaccuracies and “stereotypes.”
“With the rise in antisemitism, such as it is in this country, and that so often manifests through trivialisation, distortion and denial of the Holocaust, this book could potentially do more harm than good,” Centre for Holocaust Education researcher Ruth-Anne Lenga concluded at the end of her 2016 study.
Boyne came to the Holocaust as subject matter purely on his own, having never been taught about the history growing up in Ireland. (He attended a Catholic school, where, as he has recounted publicly, he was physically and sexually abused by his teachers.) Reading Elie Wiesel’s “Night” as a teenager, Boyne said, “made me want to understand more.”
He would read many more Holocaust books during his twenties, from Primo Levi to Anne Frank to “Sophie’s Choice,” fascinated by the sheer recency of the atrocity. “How could something that seems like it should have happened, say, 1,000 years ago — because the death count is so enormous and so horrifying — how could that happen so close to the time that I’m alive in?” he thought. “And if it could, then what’s to stop it happening again?”
That fascination led to the publication, when Boyne was 33, of “Striped Pajamas,” which he’d always conceived of as a children’s story. In the book, Bruno, the 9-year-old son of a Nazi commandant, befriends Shmuel, a Jewish concentration-camp prisoner of the same age; it ends with Bruno donning the “striped pajamas” and following his friend into the gas chambers. Further driving home the fable conceit, an initial draft included a framing device of Boyne as a character reading the story to an audience of children, before an editor advised him to cut it.
During his writing process, Boyne said he was concerned with “the emotional truth of the novel” as opposed to holding to historical accuracy, and defended much of the book’s ahistorical details — such as moving the Auschwitz guards’ living quarters to outside the camp, and putting no armed guards or electric fences between Bruno and Shmuel — as creative license. A common critique of the book, that the climax encourages the reader to mourn the death of Bruno over that of Shmuel and the other Jews in the camps, makes no sense to Boyne: “I struggle to understand somebody who would reach the end of that book and only feel sympathy for Bruno. I think then if somebody does, I think that says more, frankly, about their antisemitism than anything else.”
He also justified his decisions by reasoning that a novel like his shouldn’t be the basis for Holocaust instruction.
“I don’t think that it’s my responsibility, as a novelist who didn’t write a school book, to justify its use in education when I never asked for that to happen,” he said. “If [teachers] make the choice to use a novel in their classrooms, it’s their responsibility to make sure the children know that there is a difference between what happens in this novel and what happened in real life.”
Boyne added that he was “appalled” by a recent JTA report about a Tennessee school district removing Art Spiegelman’s graphic Holocaust memoir “Maus” from its curriculum. If teachers are choosing between teaching the two books, he said, “‘Maus’ is better, no question about that. And a much more important book.” (Earlier this year, Spiegelman himself took a swipe at “Striped Pajamas” by telling a Tennessee audience that no schools should read Boyne’s novel because “that guy didn’t do any research whatsoever.”)
“The Boy in the Striped Pajamas,” John Boyne’s 2006 bestseller, has been critiqued for the way it presented the Holocaust to children. (Illustration by Grace Yagel)
For the first decade of his book’s release, Boyne would frequently receive invites to speak at Jewish community centers and Holocaust museums. He met with survivors who shared their stories with him.
Over the years, more research has been published about the book’s popularity in the classroom, which has led to more scrutiny of its factual inaccuracies. Other authors, Holocaust researchers and some educators have come out forcefully against the book’s use in the classroom. At the same time, Boyne said, his invitations to Jewish venues dried up.
The author has also been known to exacerbate the issue by sparring with his critics, even when they are respected institutions. Most infamously, in 2020, Boyne got into a Twitter feud with the Auschwitz-Birkenau Memorial and Museum, which said his Auschwitz-set book “should be avoided by anyone who studies or teaches about the history of the Holocaust.”
The back-and-forth was provoked after Boyne criticized what he saw as the crassness of more recent Holocaust novels, such as “The Tattooist of Auschwitz” by Heather Morris. Reflecting on the spat, Boyne said of the Auschwitz memorial, “I hope that they do understand that, whether my book is a masterpiece or a travesty, that I came at it with the very best intentions.”
Boyne conceived of the sequel shortly after finishing “Striped Pajamas.” It follows Bruno’s older sister Gretel as she lives in hiding after the war and successfully conceals her Nazi upbringing all the way into the present day. A preteen during the Holocaust, Gretel becomes gradually more aware of its horrors after seeing newspaper articles and documentaries and encountering former Resistance members and Jewish descendants of survivors (including one, David, who becomes her lover without knowing her true background).
Unlike “Striped Pajamas,” “All the Broken Places” is intended for adults. It’s filled with sex, violence, suicide attempts and bad language — and also some of the details of the Holocaust that were omitted from the first book. It mentions the Sobibor death camp by name, for example, and also takes the time to correct Bruno’s childish assumptions about the death camps being a “farm.”
But it tells the story from the perspective of a German who was directly implicated in the Holocaust. Throughout, Gretel reflects on her complicity in the Nazi regime, and her self-interest in hiding from authorities in the following years rather than trying to bring people like her father to justice. Missing from the book is any serious discussion of antisemitism as an ideology, and to what extent Gretel ascribes to it — though there is plenty of hand-wringing over postwar anti-German sentiment. In one shocking moment, a former S.S. lieutenant in hiding presents Gretel with a pair of Hitler’s eyeglasses and urges her to try them on; she is terrified to discover that this excites her.
The book’s reception has been mixed. While praised by publications including Kirkus Reviews (“a complex, thoughtful character study”) and the Guardian (“a defense of literature’s need to shine a light on the darkest aspects of human nature”), the New Statesman took Boyne to task for writing an “immoral” and “shameless sequel” that further erodes the “Jewishness” of the Holocaust.
At the behest of his publisher, Boyne has included an author’s note with “All The Broken Places” alluding to criticisms of “Striped Pajamas.” “Writing about the Holocaust is a fraught business and any novelist approaching it takes on an enormous burden of responsibility,” he tells the reader. “The story of every person who died in the Holocaust is one that is worth telling. I believe that Gretel’s story is also worth telling.”
Still, “Striped Pajamas” has its Jewish defenders. One, the 24-year-old composer Noah Max, is behind a new opera adaptation of the book, to be titled “The Child in the Striped Pyjamas.” It will debut in London in January; a recent story by the U.K. Jewish Chronicle helped convince the film’s rights holder Miramax to waive a $1 million licensing fee for the project.
A great-grandson of Jews who fled Vienna when the Nazis arrived, Max told JTA he’d initially read the book “years before I was capable of absorbing testimony,” and that it inspired him to seek out actual survivor testimonies and to begin composing the opera at the age of 19. He compared its message to Rabbi Jonathan Sacks’ writings on moral relativism.
“Ultimately, the book motivated me to write an opera about the Shoah and integrate Holocaust education into my music,” Max said. “Any book capable of that is worthy of attention.”
Composer Noah Max (center) rehearses for his upcoming opera adaptation of “The Boy in the Striped Pajamas,” to premiere in January 2023. (Courtesy of Noah Max)
Max’s passion for “Striped Pajamas” inspired at least one Holocaust group to change its mind about its educational merits. The Holocaust Educational Trust, a London-based group that advocates British educators on how to teach the Holocaust, had as recently as 2020 declared that “we advise against using” the book in the classroom.
But following what Max described as “richly fulfilling conversations” about “the story’s symbolic and artistic worth,” the trust fully endorsed the opera and, he said, has begun to rethink its view of the book. (The group did not respond to a JTA request for comment.)
Even with 16 years of hindsight and the chance to rethink his bestseller, Boyne said he wouldn’t change anything. Reflecting on his youthful audience, he said, “If they weren’t reading ‘Striped Pajamas,’ it’s more likely they would be reading something that has no relevance to this subject at all.”
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Through missile strikes and sleepless nights, the persistent hope of being an Iranian Jew in Israel
For weeks, I lived in Tel Aviv as missiles streaked across the sky overhead. I heard sirens day and night, disrupting sleep and leaving me constantly bracing for the next alert. I ran to dozens of shelters across the city, waiting tensely as interceptions echoed overhead.
And yet, when I decided to leave Israel amid the ongoing war with Iran, I expected to feel relief. Instead, I felt a quiet, disorienting grief — as if I were stepping away from a moment I had spent my entire life waiting for.
For most of my life, Iran existed only in my mother’s memories. She was born and raised in Shiraz, Iran, one of hundreds of thousands of Jews that lived and thrived in Iran before the revolution. But as the war unfolded, I found myself thinking about it constantly — the life she had there, the one she was forced to leave behind, and the possibility it might not be lost forever.
My three identities — American, Iranian, and soon-to-be-Israeli — seemed to be converging in ways I never expected. For the first time in my life, I imagined what it might be like for all three to exist in the same physical reality — what if being American and Israeli did not mean being forever removed from my mother’s homeland? I imagined myself walking beside my mother through the tree-lined streets of Shiraz and bustling bazaars.
For most of my life that future belonged only to dreams. For the first time, it feels tangible.
A joyous Jewish life in Iran
Long before the Islamic Republic, Jews lived in Iran for thousands of years, creating a distinct culture of Judeo-Persian language, literature, and food. In photographs from Shiraz in the 1970s, my mother looks like many young women of the era. Long, wavy hair falls freely around her shoulders; she wears bell-bottoms and silky blouses in the European styles she admired, and a bright smile on her face.
She worked as an assistant for an Italian company; people of many diverse nationalities lived and worked in Iran at the time. She loved Shiraz with every ounce of her being. She loved her life and she loved her freedom.
In 1979, everything changed.
When the Iranian Revolution toppled the country’s monarchy, many people sensed that it was time to flee. Some left on the first flights out, but my mother stayed. For years, she navigated a shrinking life while holding onto hope that the turmoil would pass.
But the freedoms she once knew only vanished over time.
One day, seven years after the revolution, she was walking through a public square when a member of the morality police noticed that a small part of her hairline was visible beneath her hijab. He spat in her face, scolded her, and nearly arrested her for indecency. That was the moment that ended the waiting.
At 28, unmarried and knowing very little English, my mother decided to flee Iran alone. Leaving was not as simple as buying a plane ticket. After the revolution, the Islamic Republic restricted travel, particularly for religious minorities like Jews, and implemented strict exit visa requirements. She paid someone to smuggle her out of the country in disguise as a pilgrim traveling to Pakistan en route to Mecca.
Upon arriving in Pakistan, she spent three months in refugee housing for Iranian Jews. She lived in a crowded and unsanitary safe home, filled with rats and cockroaches. Given the proximity to Iran and that Jews were not particularly welcome in Pakistan, movement outside the facility was severely restricted.
Eventually she made it to Vienna, where HIAS resettled Jewish refugees. She waited there for months, pleading with the American embassy for entry to the United States, one of thousands of refugees awaiting resettlement. Almost a year after leaving Iran, my mother was granted asylum in the United States.
A sense of something missing
For the Iranian Jewish diaspora, the story of the rise of the Islamic Republic is not only one of political change. It is the story of families scattered across continents and futures permanently redirected by exile.
My mother built a life in America with urgency and survival in mind. Many of her choices were shaped by fear rather than possibility. She often says she is grateful for the life and family she built. But there is also a quiet absence in her story — the life she once expected in Iran, which never had the chance to unfold.
Children inherit many things from their parents: traditions, languages, recipes, and sometimes unfinished dreams. I grew up aware that my life contained possibilities my mother never had. I pursued an education she never had the opportunity to complete. I built a career that gave me financial independence. I traveled freely as an American, enjoying a life full of choices and novel adventures. And yet, something always felt unresolved.
Some of my earliest memories are of my mother listening to Iranian radio broadcasts from Los Angeles, which many in the diaspora call “Tehrangeles.” The morning broadcast always began with the national anthem of Iran from the time of the Shah. Commentators discussed Iranian politics, and the faint possibility that things in the country they loved might one day change.
At some point, my mother stopped listening. After decades in exile, she accepted that she would likely never return to her homeland.
The possibility of change
This war is certainly unsettling. But it has also brought a fragile, uneasy hope. For the first time in decades, the future of Iran’s regime seems uncertain enough that people like my mother dare to imagine change again.
I do not celebrate war. But change rarely comes without disruption.
My mother’s story is one of millions about the loss and misery inflicted by the Islamic Republic. So many people of so many different backgrounds fled Iran, carrying generations of memories and aspirations across unfamiliar continents. And so many more remained, living under oppression, under laws that restrict freedom, expression and basic human rights.
Most recently, tens of thousands died resisting that repression, fighting for the freedoms my mother once knew and cherished.
I know that many would say this war was undertaken unjustly, and that Iran’s future is not the responsibility of outside nations. But for me, and many like me, it is not so simple. After all, our futures were taken from us unjustly, too.
I left Israel for the time being, but I am grateful to have been there for the start of this strange and hopeful moment in history. Sitting in a shelter, listening to the sirens, I felt so close to what has always seemed impossible: a life in which Iranians across the diaspora are able to go home again. That hope is worth the sirens, sleepless nights, and waiting. It is a small price to pay for the promise we carry for healing from the past and securing a new future for generations to come.
The post Through missile strikes and sleepless nights, the persistent hope of being an Iranian Jew in Israel appeared first on The Forward.
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Meet the TikToker trying to revive Judeo-Arabic, the nearly extinct language Jews once spoke across the Arab world
In TikTok videos viewed tens of thousands of times, 31-year-old Dan Sheena dons a blond wig and acts out skits of a bickering Iraqi couple in a language that is nearly extinct: Judeo-Arabic.
Sheena began posting videos on TikTok in 2023, speaking the endangered language, which today is rarely spoken by anyone under the age of 60, following the mass exodus of Jews from Arab countries due to discrimination and religious persecution.
Raised by two parents from Baghdad, Sheena grew up in Israel and spoke the language at home. That’s a rarity among second- and third-generation Iraqi Jews, whose families often stopped passing it down in an effort to assimilate.
From a young age, Sheena, who still lives in Israel, knew he wanted to become an Arabic teacher. After years of teaching conversational Arabic in the public school system, he became determined to preserve the dialect he grew up with.
When Sheena told his family that he wanted to teach Judeo-Arabic, they urged him to focus on a more practical dialect. “They told me, ‘Oh, you are stupid. Why do you want to do that? No one wants to learn it. It’s going to die.’”
Despite their concerns, the initial response to his account and the Judeo-Arabic Zoom lessons he offered was overwhelming. “Many people registered. They told me, ‘Dan, this is my dream. I heard my parents speaking in Judeo Arabic, and I really want to learn it. And I finally have the opportunity.’”
He said that, for him, social media has been essential to his efforts to preserve the language. “Many people forward my videos between themselves” and “ask their parents about certain words,” he said. “This is the way to talk about Judeo-Arabic, to keep it alive. Social media lets me do that, not in the classic way of writing a book and trying to spread it and share it. This is the old way of keeping a language alive.”
In videos, he uses classic Baghdadi Judeo-Arabic phrases, including in equal measure cheeky insults like Wakka mazzalem (“may their luck run out”), and compliments like Asht eedak (“may your hands be blessed”), a phrase used to compliment someone’s cooking or hosting abilities.
Sheena has since built a TikTok following of more than 100,000 and teaches dozens of students around the world, who find him through social media, through Zoom-based courses each year.
A disappearing language
In the 1940s, nearly 1 million Jews lived across the Arab world. Today, an estimated 4,000 remain. In Iraq, where there was once a thriving Jewish community of around 120,000, just three Jews are believed to still live in the country.
Judeo-Arabic, a variety of different dialects of Arabic that were spoken by Jews in the Arab world, endured in active use for roughly 1,250 years. Since the mid-20th century, when Jews were forced to flee the region en masse, the language has been in rapid decline.
According to Assaf Bar Moshe, one of the world’s few Judeo-Arabic experts, Jews in the Middle East were usually bilingual. “They spoke one dialect with their community and families, and another dialect the moment they stepped out of their house,” to be able to communicate with their non-Jewish neighbors. A key feature of the language is words borrowed from Hebrew and Aramaic, especially for religious objects or distinctly Jewish words.
Bar Moshe said today, there are around 6,000 native speakers of the Judeo-Baghdadi Arabic dialect worldwide. That dialect, he said, offers a glimpse into what the Arab world sounded like centuries ago. “Baghdadi Judeo-Arabic is actually the original dialect of Baghdad from the Middle Ages. The Jewish community preserved it, while the Muslim dialect came later with migrations in the 17th century. That’s why they are so different.”
Over the centuries, Jews in each country developed their own dialect, often with additional regional variation. While the spoken language is extremely varied depending on where it was developed, the written language became much more standardized, with Arabic transliterated into Hebrew script, similar to Yiddish or Ladino.
When Jews left the Arab world, most fleeing to Israel, the U.S., the U.K. and Canada, they commonly abandoned the language as they tried to integrate into new societies. In Israel, Bar Moshe said, “Arabic was seen as the language of the enemy, so children were embarrassed to speak it.”
There was a similar pressure to assimilate for Jews who fled to other countries. “We wanted to be British,” said Vicky Sweiry Tsur, a Bahraini Jew who grew up in the U.K. and now lives in California. “I used to feel very embarrassed when my friends heard my parents speak Arabic. And you know, slowly, slowly, if you don’t use it, you lose it.”
According to Sheena, many students come to him with a sense of regret for turning away from the language when they were younger.
“If we just listened to my mom way back then, you know, I wouldn’t be chasing after every word and phrase that I can possibly remember now,” said Sweiry Tsur. “What I wouldn’t give to go back.”
‘You learn it from your heart’
Sheena admits his parents had reason to protest his decision to delve into Judeo-Arabic. Students come to him all the time debating whether they should learn conversational Arabic or Judeo-Arabic, which, by most measures, cannot be revived and has no practical use outside of the shrinking circle of elderly individuals who still speak it. “I always answer, to learn the spoken Arabic, you do it from your brain because you want to use it daily. But the Judeo-Arabic, you don’t learn from your brain. You learn it from your heart.”
Sheena’s student Jason Mashal, 36, whose parents were born in Iraq, said he is learning the language out of a desire to preserve it. “I don’t even want to learn Modern Standard Arabic,” he said. “My motivation has always been that this is a dying language, and I guess I’m probably going to fail to save it, but I’m still going to try, you know, to be as functional as I can.”
Inspired by his progress, Mashal later traveled to Iraq, visiting the school his parents attended (where current students had no idea it used to be a school for Jews), the only synagogue left in Baghdad, and even a nightclub his father used to frequent. “It was a very magical and electric feeling to walk through those halls in the precise place where I know both my parents went to school many years ago. Speaking Jewish Arabic in Iraq was just as electric.”
For many of Sheena’s students, the language offers a way to reconnect with memories they can no longer access. “People say to me, ‘Dan, I want to smell again my grandmother. I can’t sit with her and listen to her stories again, but I can hear her by these words by this language.’”
“He comes out with a word or a phrase that literally I can say I have not heard for like, 40 or 50 years,” said Sweiry Tsur. “There’s no way I would have been able to bring it out from the depths of my brain, but then you hear it, and you know exactly what it means, and exactly in what context you would use it — and all the emotions that are tied to it, you know, Friday night dinners with all of the family.”
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Iran’s President Says Immediate Cessation of US-Israeli Aggression Needed to End War
Iranian President Masoud Pezeshkian attends the Shanghai Cooperation Organisation (SCO) Summit 2025, in Tianjin, China, September 1, 2025. Iran’s Presidential website/WANA (West Asia News Agency)/Handout via REUTERS
Iran’s President Masoud Pezeshkian said on Saturday that there needs to be an “immediate cessation” of what he described as US-Israeli aggression to end the war and wider regional conflict, Iran’s embassy in India said in an X post on Saturday.
Pezeshkian spoke with India’s Prime Minister Narendra Modi by phone earlier in the day.
Pezeshkian told Modi that there should be guarantees to prevent a recurrence of such “aggression” in the future. He also called on the BRICS bloc of major emerging economies to play an independent role in halting aggression against Iran.
The Iranian president proposed a regional security framework comprising West Asian countries to ensure peace without foreign interference, according to the country’s embassy in India.
In a separate post on X earlier on Saturday, Modi said he condemned attacks on critical infrastructure in the Middle East in the discussion with Pezeshkian.
The Indian Prime Minister further reiterated the importance of safeguarding freedom of navigation and ensuring shipping lanes remain open and secure.