Abstract
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. We offer vignettes for each orientation and compare them to other teaching perspective typologies, highlighting the novelty and utility of the presented typology. The findings demonstrate how narrative identity, meaning-making processes and teaching perspectives interconnect and lead teachers to reinterpret the Holocaust in their teaching. These findings have implications for teaching complex and value-laden topics.
| Original language | English |
|---|---|
| Pages (from-to) | 86-97 |
| Number of pages | 12 |
| Journal | Teaching and Teacher Education |
| Volume | 71 |
| DOIs | |
| State | Published - Apr 2018 |
Bibliographical note
Funding Information:We gratefully acknowledge the International Project on the Memory of the Holocaust in the 21st Century at the University of Haifa, the Sue and Leonard Miller Center for Contemporary Judaic studies at the University of Miami and the Miami Dade County Holocaust Teacher Training Institute for their financial and logistic support.
Publisher Copyright:
© 2017 Elsevier Ltd
Keywords
- Holocaust education
- Meaning making
- Teacher orientations
- Teacher perspective inventor
ASJC Scopus subject areas
- Education