Search results for: Holocaust education
Page 2/18 174 items
The purpose of this study was to identify interpretive strategies used by museums in connecting visitors to Holocaust survivors through testimony. As the Holocaust recedes further into the past and Holocaust survivors get older, Holocaust museums must find new ways to stay relevant and connect visitors to survivor testimony. Studies have indicated that meeting a survivor and hearing their testimony firsthand can be the most salient part of visiting a Holocaust museum, and therefore understanding how museums use survivor testimony now can help develop ways to continue to use it in the future.
Updated: Oct. 08, 2018
Welcome to the June 2018 The Jewish Educator, containing artcles written by your colleagues. For this issue, we asked for articles on the following topics: 1. As we approach the High Holidays and new beginnings, share changes and exciting ideas you institute in your classroom, in your professional development, or in the climate of your school. 2. With today’s overprogrammed students and overcommitted families, share creative ways of keeping children, with the support of their families, in school and engaged in the learning process.
Updated: Jul. 04, 2018
Holocaust Education as a Path to Prepare Preservice Social Studies Teachers to Be Social Justice Educators
What lessons does Holocaust education hold for preservice teachers and how does Holocaust education aid their growth as social justice educators? In this qualitative teacher research study we attempt to answer these questions by analyzing the coursework and reflections of 16 social studies preservice teachers (PSTs) as they completed an in-depth study of the Holocaust through historical research, field trips, and reading young adult literature, and designed creative and engaging lessons to teach the Holocaust to secondary social studies students (grades 6-12).
Updated: Jun. 20, 2018
Education at Holocaust museums worldwide often falls to volunteer museum educators. The Durban Holocaust Centre in South Africa is no different. We set out to understand who the educators at the Durban Holocaust Centre were, where their historical and pedagogical knowledge came from, and to examine the connection between the two. The study revealed the diverse nature of the museum educators’ biographies as well as their motivations for guiding. Their knowledge acquisition was generally a blend of formal objectivist and informal constructivist methods. It emerged that the self-learning model was successful as the educators were highly professional and sufficiently motivated.
Updated: Mar. 13, 2018
Six Teaching Orientations of Holocaust Educators as Reflections of Teaching Perspectives and Meaning Making Processes
This study explored processes of curricular reinterpretation made by teachers who teach about the Holocaust. We conducted holistic narrative analyses of in-depth interviews with 31 American Holocaust educators. Six teaching orientations were identified: passionate historical, mythologizing-transforming, social-contemporizing, empathic-personalizing, riveting-shocking, and pragmatic-socializing.
Updated: Mar. 13, 2018
The reality of World War II and the Holocaust forced women to cope with new, unforeseen circumstances and fundamental dilemmas, compelling them to make difficult and often fateful decisions. They did their best to protect their families, to obtain food, to find work, and to defend their children—sometimes even paying the unbearable price of separation. Women took on a number of roles at that time: they ran public soup kitchens and children’s dorms, they worked as teachers and caretakers, as doctors and nurses, and they even joined partisan groups and underground resistance movements. The current issue of "Teaching the Legacy" provides a platform for the unique voice of women during the Holocaust: a discussion of the exciting lives of Lena Küchler-Silberman and Rachel Auerbach, and their rescue and relief efforts during the Holocaust; and an account of the female inmates of the death-camps Ravensbrück and Auschwitz-Birkenau.n.
Updated: Mar. 13, 2018
Museum Architecture as Spatial Storytelling of Historical Time: Manifesting a Primary Example of Jewish Space in Yad Vashem Holocaust History Museum
The Yad Vashem Holocaust History Museum (YVHHM) in Jerusalem is considered a spatial storytelling tool that successfully establishes an architectural dimension and thus displays, reveals, and interprets historical time during the Holocaust. The research method of this study is drawn from a case study of YVHHM and consists of a literature review of scholarship in museum studies about artifacts and exhibition techniques of storytelling.
Updated: Feb. 13, 2018
Between 1990 and 2001, the Israeli Ministry of Education freely distributed to students countless copies of the books written by Holocaust author Ka-Tzetnik. This educational project has never been researched and, despite its magnitude and uniqueness, it has abruptly disappeared from public awareness as if it had never been carried out. The motivations that stand behind this initiative and the lessons it teaches about Holocaust pedagogy are the focus of this article.
Updated: Sep. 06, 2017
Though Holocaust education is of critical importance in the world of Jewish Day Schools, little research has been conducted about it. The purpose of this paper is to answer some critical questions about how they teach the Holocaust in Jewish Day Schools–the who, what, when, where, how, and why questions. Additionally, comparisons are made between how the Holocaust is taught in America’s public schools versus Jewish Day Schools.
Updated: Jul. 27, 2017
In November 2015, the Israeli Ministry of Education declared that the matriculation exam in history would no longer include the Holocaust, and instead students would be required to write a research paper. Following this decision, we wished to test the level of knowledge concerning the Holocaust among undergraduate students (excluding those who study contemporary history, which includes Holocaust studies).
Updated: Jul. 12, 2017