Becoming a Holocaust Educator

Purposeful Pedagogy Through Inquiry

Jennifer Lemberg, Alexander Pope (Herausgeber)

Buch | Softcover

192 Seiten

2021
Teachers' College Press (Verlag)
978-0-8077-6436-7 (ISBN)

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Today's teachers seek to address the Holocaust not just as history, but also in relation to current events. Featuring stories from middle, high school, and university classrooms across the United States, this collection offers a comprehensive argument for the inclusion of purposeful Holocaust pedagogy rooted in literacy practices and historic content. Each narrative addresses the reasons that teachers engage students in deep, emotional, and challenging inquiry; the struggles they encounter when broaching difficult content from the past and present; and what can happen when students have opportunities to raise their voices about issues of inequality, persecution, and remembrance. Grounded in the experiences and voices of classroom teachers who are actively navigating the challenges of teaching about the Holocaust, this book will help readers to teach a specific set of historic events while helping students address broader questions about responding to injustice.Book Features:

Experienced educators share how they conceive of Holocaust education as based in writing and inquiry.
Materials such as lesson seeds and activity ideas to illuminate the narratives of teacher and student effort.
Reflections on how professional development helps guide teacher growth and success.
Examinations of the ways professional organizations and networks can support teachers grappling with challenging content.

Jennifer Lemberg is associate director of U.S. Programs at The Olga Lengyel Institute for Holocaust Studies and Human Rights. Alexander Pope IV is an associate professor in the Department of Secondary and Physical Education and director of the Institute for Public Affairs and Civic Engagement at Salisbury University.

Contents

Foreword vii

Tanya Baker

Acknowledgments ix

Introduction 1

Jennifer Lemberg and Alexander Pope IV

PART I: ON BECOMING A HOLOCAUST EDUCATOR 21

1. Teaching in the Trenches: Lessons in Curricular Design 23

Robert Hadley

2. Finding Myself Through Holocaust Education and Montana’s Indian Education for All 32

Brenda Johnston

3. Culture Before Content: Generating Empathy Through Testimony 41

Peter Cook

4. Instructional Crossroads: Where Teaching Meets Learning in Holocaust Education 50

Corey Harbaugh

5. Holocaust Education as Teacher Education 60

Alexander Pope IV

PART II: CENTERING INQUIRY 71

6. I See You: Primary Source Photographs, Personal Narrative, and Remembrance 73

Diana Wagner

7. Questions as Declarations: Crafting Holocaust Instruction Around Inquiry 84

Cara Crandall

8. Essential Questions on Forgiveness: The Holocaust and Personal Inquiry 93

Carol Revelle

9. Teaching for Humanity 102

Wendy Zagray Warren

10. Professional Development in Holocaust Education: Using Inquiry to Approach Difficult Subjects 111

Jennifer Lemberg

PART III: EFFECTING STUDENT RESPONSE 121

11. Responding to Holocaust and Social Justice Texts Through Multimodal Projects 123

Sue Fletcher

12. Beautiful, Messy, and Hard Fought: Battling Resistance to Holocaust Education 132

Risha Allen

13. Avenues for Authentic Action 141

Michelle Sadrena Pledger

14. Exploring New Territories: Adolescent Identity in Holocaust Education 152

Paula Mercier

15. Student Voices Empower a Community: When Holocaust Education Inspires Civic Action 161

Diane Williams

Afterword 170 Sondra Perl

About the Contributors 172

Index 175

Erscheinungsdatum	01.12.2021
Nachwort	Sondra Perl
Vorwort	Tanya Baker
Verlagsort	New York
Sprache	englisch
Maße	158 x 228 mm
Gewicht	280 g
Themenwelt	Geschichte ► Allgemeine Geschichte ► 1918 bis 1945
	Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft
	Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
ISBN-10	0-8077-6436-1 / 0807764361
ISBN-13	978-0-8077-6436-7 / 9780807764367
Zustand	Neuware