Search results for: Holocaust education
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The severe restrictions on public life in many countries following the spread of the COVID-19 pandemic specifically affected Holocaust memorials and museums in all parts of the world, especially in Europe and in Israel. These measures posed a significant challenge, because contemporary forms of Holocaust commemoration are particularly based on the personal experience of presence at museums and historical sites. In contrast to the experience of distancing in face of the COVID-19 pandemic, establishing the presence of the past is thus a crucial element of contemporary Holocaust commemoration. This article explores the relationship between presence and absence, proximity and distance, guided commemoration and online engagement by critically analyzing digital activities of Holocaust memorials and museums in response to the pandemic. It argues that in the wake of the COVID-19 pandemic, Holocaust memorials began experimenting with the potential of social media for Holocaust memory. These experiments finally accepted the ongoing generational change and reacted to significant previous shifts in media consumption that were already affecting Holocaust commemoration.
Updated: Jan. 13, 2021
Six months ago, when we first began planning this issue, we were focused on resilience of individuals, particularly in educational setting. The original introduction included a story about a thirteen- year-old who had a bad morning and didn’t want to go to school, who ultimately pulled herself together and had a fabulous day. The articles we looked for included personal stories about resilience, educational strategies for building resilience, and whether resilience can be taught. Little did we, or anyone, understand then just how critical this topic would become in such a short period of time.
Updated: Jun. 02, 2020
Data-driven studies suggest that Holocaust education remains an area with much room for growth and improvement. Contemporary Holocaust education centers on several critical discussions: when to teach about the Holocaust, at what age, how much time to devote to its study in otherwise packed school days, and how best to tackle this difficult subject with primary (ages 5–11) and secondary (ages 11–17) students. The four books considered here all contribute to a growing literature on Holocaust education and make significant interventions in these central debates.
Updated: Mar. 04, 2020
The Lookstein Center presents "Creating Memory," an arts-based Holocaust education program intended to help young people encounter the Holocaust in a personal, emotional way. This online mini-course will offer practical ideas and implementation techniques for Jewish day school and informal Jewish educators.
Updated: Feb. 17, 2020
This article discusses the design and construction of the Hall of Remembrance (Ohel Yizkor), the main memorial monument at Yad Vashem in Jerusalem. It describes years of complex deliberations among the leaders of Yad Vashem and the decisions they made throughout the years.
Updated: Feb. 17, 2020
Young adult fiction has emerged as a crucial pedagogical tool for Holocaust education. This paper examines the narrative strategies that make young adult fiction an apt bearer and preserver of the traumatic past. Specifically, these strategies involve fantastical modes of storytelling, liminality and witness testimonies told to the second- and third-generation listeners. These strategies modify the humanist resolution of young adult narratives by integrating growth with collective responsibility.
Updated: Dec. 11, 2019
Yad Vashem would like to offer you the opportunity to bring a unique, museum quality, exhibition to your community to mark International Holocaust Remembrance Day (27 January 2020). Yad Vashem's ready2print exhibition - "Auschwitz – A Place on Earth: The Auschwitz Album" depicts the only known visual documentation of the arrival of a transport of Jews to Auschwitz-Birkenau, showing the entire process except for the killing itself. 27 January 2020 will mark 75 years since the liberation of this notorious extermination camp.
Updated: Nov. 20, 2019
How Middle Grades Teachers Experience a Collaborative Culture: An Interpretative Phenomenological Analysis
The purpose of this research was to investigate the experiences of the teachers in a creative, instructional collaboration. This study yielded several observations. The first was that teachers can experience successful, high-level collaboration in which they perceive a sense of satisfaction, mutuality, trust, and growth. For five middle grades teachers in a private, Jewish day school, their satisfactory experience with collaboration was teacher-initiated.
Updated: Nov. 07, 2019
Israel will include study of the persecution of North African Jewry under the Nazis as part of mandatory history curriculum in high schools. Study of the Holocaust as a historical subject was removed from the mandatory section of the national matriculation exam four years ago by then-education minister Shai Piron, though teachers were allowed to assign the Holocaust as a research project. Academics and history teachers publicly criticized the move. Former education minister Naftali Bennett reinstated the subject on the bagrut matriculation exam shortly before he was fired from his position in early June by Prime Minister Benjamin Netanyahu.
Updated: Sep. 11, 2019
This exploratory case study examined how two teachers used a comparative approach to teach genocide histories in a Holocaust Literature elective course. Through interviews and observations, we studied how the teachers guided students in comparing genocides as well as how they used survivor testimonies in their instruction.
Updated: Aug. 27, 2019