Curriculum and the Holocaust

In this book, Morris explores the intersection of curriculum studies, Holocaust studies, and psychoanalysis, using the Holocaust to raise issues of memory and representation.

Author: Marla Morris

Publisher: Routledge

ISBN: 9781135649470

Category: Education

Page: 278

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In this book, Morris explores the intersection of curriculum studies, Holocaust studies, and psychoanalysis, using the Holocaust to raise issues of memory and representation. Arguing that memory is the larger category under which history is subsumed, she examines the ways in which the Holocaust is represented in texts written by historians and by novelists. For both, psychological transference, repression, denial, projection, and reversal contribute heavily to shaping personal memories, and may therefore determine the ways in which they construct the past. The way the Holocaust is represented in curricula is the way it is remembered. Interrogations of this memory are crucial to our understandings of who we are in today's world. The subject of this text--how this memory is represented and how the process of remembering it is taught--is thus central to education today.
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As the Witnesses Fall Silent 21st Century Holocaust Education in Curriculum Policy and Practice

This volume represents the most comprehensive collection ever produced of empirical research on Holocaust education around the world. It comes at a critical time, as the world observes the 70th anniversary of the liberation of Auschwitz.

Author: Zehavit Gross

Publisher: Springer

ISBN: 9783319154190

Category: Education

Page: 512

View: 880

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This volume represents the most comprehensive collection ever produced of empirical research on Holocaust education around the world. It comes at a critical time, as the world observes the 70th anniversary of the liberation of Auschwitz. We are now at a turning point, as the generations that witnessed and survived the Shoah are slowly passing on. Governments are charged with ensuring that this defining event of the 20th century takes its rightful place in the schooling and the historical consciousness of their peoples. The policies and practices of Holocaust education around the world are as diverse as the countries that grapple with its history and its meaning. Educators around the globe struggle to reconcile national histories and memories with the international realities of the Holocaust and its implications for the present. These efforts take place at a time when scholarship about the Holocaust itself has made great strides. In this book, these issues are framed by some of the leading voices in the field, including Elie Wiesel and Yehuda Bauer, and then explored by many distinguished scholars who represent a wide range of expertise. Holocaust education is of such significance, so rich in meaning, so powerful in content, and so diverse in practice that the need for extensive, high-quality empirical research is critical. Th is book provides exactly that.
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Curriculum and the Holocaust

Then I turn to both Jewish and German non-Jewish Holocaust novels. I draw on psychoanalytic theory to interpret these works. Chapter 7 is entitled “Under the Sign of a Dystopic Curriculum.” The title is in memory of Bruno Schulz.

Author: Marla Morris

Publisher: Routledge

ISBN: 9781135649487

Category: Education

Page: 288

View: 156

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In this book, Morris explores the intersection of curriculum studies, Holocaust studies, and psychoanalysis, using the Holocaust to raise issues of memory and representation. Arguing that memory is the larger category under which history is subsumed, she examines the ways in which the Holocaust is represented in texts written by historians and by novelists. For both, psychological transference, repression, denial, projection, and reversal contribute heavily to shaping personal memories, and may therefore determine the ways in which they construct the past. The way the Holocaust is represented in curricula is the way it is remembered. Interrogations of this memory are crucial to our understandings of who we are in today's world. The subject of this text--how this memory is represented and how the process of remembering it is taught--is thus central to education today.
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Teaching the Holocaust in School History

Indeed the majority view is distinctly non-historical; there is a tendency to teach the Holocaust from a social and moral perspective and not as history. This book attempts to explain and debate this phenomenon.

Author: Lucy Russell

Publisher: A&C Black

ISBN: 9781847142887

Category: Education

Page: 176

View: 297

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If we expose students to a study of human suffering we have a responsibility to guide them through it. But is this the role of school history? This issue is the rationale behind teaching the Holocaust primarily historical, moral or social? Is the Holocaust to be taught as a historical event, with a view to developing students' critcal historical skills, or as a tool to combat continuing prejudice and discrimination? These profound questions lie at the heart of Lucy Russell's fascinating analysis of teaching the Holocaust in school history. She considers how the topic of the Holocaust is currently being taught in schools in the UK and overseas. Drawing on interviews with educationalists, academics and teachers, she discovers that there is in fact a surprising lack of consensus regarding the purpose of, and approaches to, teaching the Holocaust in history. Indeed the majority view is distinctly non-historical; there is a tendency to teach the Holocaust from a social and moral perspective and not as history. This book attempts to explain and debate this phenomenon.
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Holocaust and Genocide Curriculum

Mike Dunn provides information about the holocaust and genocide curriculum that the New Jersey Commission on Holocaust Education approved for teaching to K-12 students in New Jersey as part of the Cybrary of the Holocaust Web resource.

Author:

Publisher:

ISBN: OCLC:45655904

Category:

Page:

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Mike Dunn provides information about the holocaust and genocide curriculum that the New Jersey Commission on Holocaust Education approved for teaching to K-12 students in New Jersey as part of the Cybrary of the Holocaust Web resource.
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The Emergence of Holocaust Education in American Schools

Interest by American educators in the Holocaust has increased exponentially during the second half of the twentieth century.

Author: T. Fallace

Publisher: Springer

ISBN: 9780230611153

Category: Education

Page: 231

View: 812

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Interest by American educators in the Holocaust has increased exponentially during the second half of the twentieth century. In 1960 the Holocaust was barely being addressed in American public schools. Yet by the 1990s several states had mandated the teaching of the event. Drawing upon a variety of sources including unpublished works and interviews, this study traces the rise of genocide education in America. The author demonstrates how the genesis of this movement can be attributed to a grassroots effort initiated by several teachers, who introduced the topic as a way to help their students navigate the moral and ethical ambiguity of the times.
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The Holocaust

Author: Board of Education for the City of North York (Ont.). Curriculum and Staff Development Services Dept

Publisher: North York, Ont. : North York Board of Education, Curriculum and Staff Development Services

ISBN: 1550000624

Category:

Page: 379

View: 668

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Holocaust Education

Comprised of substantive, critical essays by some of the most noted Holocaust educators in the United States. Raises critical issues about how to teach Holocaust history throughout the book.

Author: Samuel Totten

Publisher: Allyn & Bacon

ISBN: UOM:39015053533033

Category: Education

Page: 195

View: 468

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Comprised of substantive, critical essays by some of the most noted Holocaust educators in the United States. Raises critical issues about how to teach Holocaust history throughout the book. An annotated bibliography at the end of the text provides a comprehensive list of key pedagogical issues, articles, and books for educators to use as a resource. Detailed descriptions of field-tested pedagogical strategies provide new ways to teach about the Holocaust. Contributed chapters by eminent Holocaust scholars provide critical essays that encourage teachers to reflect on why and how they teach Holocaust history. The chapters are devoted to addressing some of the many problematic practices currently being implemented in Holocaust education as well as to raise critical issues and effective pedagogical strategies. Issues addressed are: methods for assessing students' knowledge base prior to teaching Holocaust history; teaching the history in a comprehensive and accurate fashion; the dangers of teaching this history to primary school students, and the emphasis on studying this history to understand contemporary issues in genocide. Various strategies including mind-mapping and pre-assessments are offered as well as a host of activities to incorporate the study of the Holocaust into the curriculum. Samuel Totten is currently Professor of Curriculum and Instruction at the University of Arkansas, Fayetteville. He is a Member of the Council of the Institute on the Holocaust and Genocide (Jerusalem) and a member of the Advisory Board for the Centre for the Comparative Study of Genocide (New South Wales, Australia). With Stephen Feinberg, he co-edited Teaching the Holocaust (Allyn & Bacon, 2000). He is also the editor of Teaching Holocaust Literature (Allyn & Bacon, 2000).
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Holocaust Education 25 Years On

The chapters in this book were originally published as a special issue of Holocaust Studies: A Journal of Culture and History.

Author: Andy Pearce

Publisher: Routledge

ISBN: 9780429823725

Category: History

Page: 224

View: 307

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The year 2016 marked the twenty-fifth anniversary of statutory teaching and learning about the Holocaust in English state-maintained schools, which was introduced with the first English National Curriculum in 1991. The year 2016 also saw the publication of the largest empirical research study on Holocaust education outcomes – the UCL Centre for Holocaust Education’s What Do Students Know and Understand About the Holocaust? This book presents a systematic reflection on the outcomes of this quarter-century of Holocaust education in England and the Centre’s wider work to reflect on the forms and the limitations of children’s knowledge about the Holocaust and of English Holocaust education resources. These papers are then contextualised in two ways: through papers that situate English Holocaust education historiographically and in England’s wider Holocaust culture; and through papers from America, Switzerland, and Germany that place the UCL Centre for Holocaust Education’s findings in a wider and comparative perspective. Overall, the book presents unique empirical insights into teaching and learning processes and outcomes in Holocaust education and enables these to be theorised and explored systematically. The chapters in this book were originally published as a special issue of Holocaust Studies: A Journal of Culture and History.
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Teaching the Holocaust

Offers a comprehensive treatment of Holocaust education, blending introductory material, broad perspectives and practical teaching case studies. This work shows how and why pupils should learn about the Holocaust.

Author: Ian Davies

Publisher: Bloomsbury Publishing

ISBN: 9781847144423

Category: Education

Page: 194

View: 146

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Offers a comprehensive treatment of Holocaust education, blending introductory material, broad perspectives and practical teaching case studies. This work shows how and why pupils should learn about the Holocaust.
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The Holocaust

Since the 1970s the anthology has served as a springboard for other educators interested in developing their own interdisciplinary curriculum on the Holocaust. [Article copies amuablejbr afeefiom The Hanurth [Mannenr Delivery Service: ...

Author: Linda S Katz

Publisher: Routledge

ISBN: 9781317948728

Category: Language Arts & Disciplines

Page: 344

View: 245

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Comprised of a wide breadth of scholarly materials and diverse articulations, The Holocaust: Memories, Research, Reference will help you guide others in Holocaust research and show you how you can avoid contributing to the popularization and trivialization of the Holocaust. You’ll find in it poems by the prolific American poet, Lyn Lifshin; an essay by Arnost Lustig; work by Roselle Chartock; commentary by Howard Israel on the controversial Pernkopf Atlas; writing on the historian’s role by Michael Marrus, a top Holocaust scholar; and views on linguistic distortions by Sanford Berman, the well-known cataloger. In addition, you’ll read about: the U.S. Memorial Holocaust Museum preparing a Holocaust unit for high school students incorporating contemporary Holocaust articles into Holocaust study Holocaust “webliographies” comparative genocide studies and the future of Holocaust research Holocaust denial literature Holocaust reference work in its preferred form doesn’t substitute method, empiricism, and quantification for substance, emotion, and qualitative discussion. This form is captured and preserved for the benefit of future survivors and scholars in The Holocaust: Memories, Research, Reference. Informed by years of experience and suffering, it will take you and your library visitors to the heart of research and allow you to re-search the human heart.
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The Holocaust Encyclopedia

Roughly during the same pe- riod various school districts, including those in New York City and Baltimore, developed a Holocaust curriculum as part of a multicultural project to reduce prejudice. In the s, as increasing ...

Author: Baumel Judith Tydor Laqueur Walter

Publisher: Yale University Press

ISBN: 0300084323

Category: History

Page: 765

View: 208

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The Holocaust has been the subject of countless books, works of art, and memorials. Fiftyfive years after the fact the world still ponders the enormity of this disaster. The Holocaust Encylopedia is the only comprehensive single-volume work of reference providing both a reflective overview of the subject and abundant detail concerning major events, policy, decisions, cities, and individuals, Up-to-date and designed for easy access, the encyclopedia presents information on the major aspects of the Holocaust in essays by scholars from eleven countries who draw on a number of sources - including recently uncovered evidence from the former Soviet bloc - to provide in-depth studies on the political, social, religious, and moral issues of the Holocaust as well as short entries identifying events, sites, and individuals. The book also has more than 250 photographs, many of them rare, and 19 maps. The volume includes: Raul Hilberg on concentration camps and Gypsies; Ruth Bondy, Israel Gutman, and Dina Porat on major ghettoes; Roger Greenspun on the Holocaust in cinema and television; Richard Breitman on American policy; Michael Berenbaum on theological and philosophical responses; Saul Friedlander on Nazi policy; Michael Hagemeister on the Protocols of the Elders of Zion; Michael R. Marrus on historiography; Christopher R. Browning on the Madagascar Plan; Robert S. Wistrich on Holocaust denial; James E. Young on Holocaust literature;
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Remembering the Holocaust in Educational Settings

On this, the national curriculum offered no help. Importantly, in its final report to the government, the working group charged with drafting the curriculum for school history had referenced the Holocaust in a very specific way: that ...

Author: Andy Pearce

Publisher: Routledge

ISBN: 9781351008624

Category: History

Page: 262

View: 99

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Remembering the Holocaust in Educational Settings brings together a group of international experts to investigate the relationship between Holocaust remembrance and different types of educational activity through consideration of how education has become charged with preserving and perpetuating Holocaust memory and an examination of the challenges and opportunities this presents. The book is divided into two key parts. The first part considers the issues of and approaches to the remembrance of the Holocaust within an educational setting, with essays covering topics such as historical culture, genocide education, familial narratives, the survivor generation, and memory spaces in the United States, United Kingdom, and Germany. In the second part, contributors explore a wide range of case studies within which education and Holocaust remembrance interact, including young people’s understanding of the Holocaust in Germany, Polish identity narratives, Shoah remembrance and education in Israel, the Holocaust and Genocide Centre of Education and Memory in South Africa, and teaching at Deakin University, Melbourne, Australia. An international and interdisciplinary exploration of how and why the Holocaust is remembered through educational activity, Remembering the Holocaust in Educational Settings is the ideal book for all students, scholars, and researchers of the history and memory of the Holocaust as well as those studying and working within Holocaust education.
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Holocaust education in a global context

Why and how is it taught in other areas of the world that have only little if any connection with the history of the Jewish people? Holocaust Education in a Global Context will explore these questions."--page 10.

Author: Fracapane, Karel

Publisher: UNESCO

ISBN: 9789231000423

Category: Education

Page: 192

View: 165

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"International interest in Holocaust education has reached new heights in recent years. This historic event has long been central to cultures of remembrance in those countries where the genocide of the Jewish people occurred. But other parts of the world have now begun to recognize the history of the Holocaust as an effective means to teach about mass violence and to promote human rights and civic duty, testifying to the emergence of this pivotal historical event as a universal frame of reference. In this new, globalized context, how is the Holocaust represented and taught? How do teachers handle this excessively complex and emotionally loaded subject in fast-changing multicultural European societies still haunted by the crimes perpetrated by the Nazis and their collaborators? Why and how is it taught in other areas of the world that have only little if any connection with the history of the Jewish people? Holocaust Education in a Global Context will explore these questions."--page 10.
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Teaching and Studying the Holocaust

Many journalists critique what they regard as kitsch or trendiness. All critics of contemporary Holocaust education would do well to read this book.

Author: Samuel Totten

Publisher: IAP

ISBN: 9781607523017

Category: Education

Page: 371

View: 438

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(Originally Published in 2000 by Allyn & Bacon) Teaching and Studying the Holocaust is comprised of thirteen chapters by some of the most noted Holocaust educators in the United States. In addition to chapters on establishing clear rationales for teaching this history and Holocaust historiography, the book includes individual chapters on incorporating primary documents, first person accounts, film, literature, art, drama, music, and technology into a study of the Holocaust. It concludes with an extensive and valuable annotated bibliography especially designed for educators. Chapter Ten instructs how to make effective use of technology in teaching and learning about the Holocaust. The final section of the book includes a bibliography especially developed for teachers that lists invaluable resources. From the Back Cover: Holocaust scholars from around the world offer critical acclaim for Totten and Feinberg's Teaching and Studying the Holocaust: Michael Berenbaum; Ida E. King Distinguished Visitor Professor of Holocaust Studies, Richard Stockton College and Former Director of Research at the United States Holocaust Memorial Museum: "There are many scholars who are wont to criticize the teaching of the Holocaust. Many journalists critique what they regard as kitsch or trendiness. All critics of contemporary Holocaust education would do well to read this book. One cannot fail to be impressed by the quality of its learning and the seriousness of its purpose. It is a wonderful place for teachers to turn as they contemplate teaching the Holocaust, an open invitation to learn more and teach more effectively." Barry van Driel; Coordinator International Teacher Education, Anne Frank House, Amsterdam: "Teaching and Studying the Holocaust is an invaluable resource for any teacher wanting to address the complex and sometimes overwhelming history of the Holocaust in the classroom. The book offers a multitude of sensitive and responsible ways of dealing with the issue of the Holocaust. It succeeds in showing teachers very clearly how the study of the Holocaust is not just a topic for history teachers, but for teachers across the curriculum." Dr. Nili Keren; Kibbutzim College of Education, Tel Aviv, Israel "Teaching about the Shoah is one of the most complicated tasks for educators. Indeed, teaching and studying this history raises unprecedented questions concerning modern civilization, and presents teachers and students with tremendous challenges. Samuel Totten and Stephen Feinberg have created a volume that provides educators with essential information and new insights regarding the teaching of this history, and, in doing so, they assist educators to face the aforementioned challenges head-on. Teaching and Studying the Holocaust does not make the task easier, but it does make it possible." Samuel Totten is currently professor of Curriculum and Instruction at the University of Arkansas, Fayetteville. Prior to entering academia, he was an English and social studies teacher in Australia, Israel, California, and at the U.S. House of Representatives Page School in Washington, D.C. Totten is also editor of Teaching Holocaust Literature published by Allyn & Bacon. Stephen Feinberg is currently the Special Assistant for Education Programs in the National Institute for Holocaust Education at the United States Holocaust Memorial Museum. With Samuel Totten, he was co-editor of a special issue (Teaching the Holocaust) of Social Education, the official journal of the National Council for the Social Studies. For eighteen years, he was a history and social studies teacher in the public schools of Wayland, MA.
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Teaching the Holocaust

Chapters include: The aims of Holocaust education Ethical issues to consider when teaching the Holocaust Using film and documentaries in the classroom Teaching the Holocaust through literature The role of online learning and social media ...

Author: Michael Gray

Publisher: Routledge

ISBN: 9781317650829

Category: Education

Page: 208

View: 537

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Teaching the Holocaust is an important but often challenging task for those involved in modern Holocaust education. What content should be included and what should be left out? How can film and literature be integrated into the curriculum? What is the best way to respond to students who resist the idea of learning about it? This book, drawing upon the latest research in the field, offers practical help and advice on delivering inclusive and engaging lessons along with guidance on how to navigate through the many controversies and considerations when planning, preparing, and delivering Holocaust education. Whether teaching the subject in History, Religious Education, English or even in a school assembly, there is a wealth of wisdom which will make the task easier for you and make the learning experience more beneficial for the student. Chapters include: The aims of Holocaust education Ethical issues to consider when teaching the Holocaust Using film and documentaries in the classroom Teaching the Holocaust through literature The role of online learning and social media The benefits and practicalities of visiting memorial sites With lesson plans, resources, and schemes of work which can be used across a range of different subjects, this book is essential reading for those that want to deepen their understanding and deliver effective, thought-provoking Holocaust education.
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