Humanistic Pedagogy Across the Disciplines by
This volume presents insights from five years of intensive Holocaust, genocide, and mass atrocity education at Queensborough Community College (QCC) of the City University of New York (CUNY), USA, to offer four approaches--Arts-Based, Textual, Outcomes-Based, and Social Justice--to designing innovative, integrative, and differentiated pedagogies for today's college students. The authors cover the theoretical foundations of each approach, and include faculty reflections on the programs, instructional strategies, and student reactions that brought the approaches to life across the disciplines.
Global Perspectives on the Holocaust by
Global Perspectives on the Holocaust: History, Identity and Legacy expands coverage of the Holocaust from the traditional focus upon Europe to a worldwide and interdisciplinary perspective. Articles by historians, political scientists, educators, and geographers, as well as scholars in religious studies, international relations, art history, film and literature are included in this volume. Contributors include Gerhard L. Weinberg, Alexandra Zapruder, and Paul Bartrop, as well as scholars from five continents. The History section features new scholarship on the Holocaust in Scandinavia; the plight of Jews in Shanghai; deportations and resistance in Budapest; the sponsorship of refugees by Jews in Alabama; local collaboration in Galicia; and the effect of resistance on the rates of Jewish victimization in various countries. The Identity section examines the German treatment of homosexual men during the Third Reich, the suffering of German prisoners in Auschwitz, and the role of eugenics in Romanian national identity, as well as the sexual activities between soldiers' wives and prisoners of war or other forbidden partners during the war. The Legacy section considers recent French films as sites of memory; the Stumbling Stones memorial project in Germany; the use of non-violent strategies in the fight against human rights abuses and genocide; the use of oral testimony in Holocaust museums; Holocaust memorial practices in Western Ukraine; and methods to contextualize the Holocaust and other examples of genocide in education curricula.
Teaching the Holocaust by
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.
Thinking and Practicing Reconciliation by
Thinking and Practicing Reconciliation asserts that literary representations of conflict offer important insights into processes of resolution and practices of reconciliation, and that it is crucial to bring these debates into the post-secondary classroom. The essays collected here aim to help teachers think deeply about the ways in which we can productively integrate literature on/as reconciliation into our curricula. Until recently, scholarship on teaching and learning in higher education has not been widely accepted as equal to research in other fields. This volume seeks to establish that serious analysis of pedagogical practices is not only a worthy and legitimate academic pursuit, but also that it is crucial to our professional development as researcher-educators. The essays in this volume take seriously both the academic study of literature dealing with the aftermath of gross human-rights violations and the teaching of this literature. The current generation of college-aged students is deeply affected by the proximity of violence in our global world. This collection recognizes educators' responsibility to enable future generations to analyze conflict-whether local or global-and participate in constructive discourses of resolution. Ultimately, Thinking and Practicing Reconciliation charts a course from theory to practice and offers new perspectives on the very human endeavor of storytelling as a way to address human-rights injustices. In their focus on pedagogical strategies and frameworks, the essays in this volume also demonstrate that, as educators, our engagement with students can indeed produce practices of reconciliation that start in the classroom and move beyond it.