This volume collates 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) to offer four approaches – Arts-Based, Textual, Outcomes-Based, and Social Justice – to designing innovative, integrative, and differentiated pedagogies for today’s imperatives and college students. It covers the theoretical foundations of each approach, and it includes faculty reflections on the programs, instructional strategies, and student reactions that brought the approaches to life across the disciplines.
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About the Editors
Amy E. Traver, Ph.D., is Professor of Sociology at Queensborough Community College (QCC), City University of New York (CUNY), USA.
Dan Leshem, Ph.D., is the former Executive Director of the Harriet & Kenneth Kupferberg Holocaust Center at QCC, CUNY, USA.
Humanistic Pedagogy Across the Disciplines: Approaches to Mass Atrocity Education in the Community College Context
Dan Leshem, Ph.D.
Chapter 2 Arts-Based Approaches to Mass Atrocity Education
Cary Lane, Ph.D.
Chapter 3 Textual Approaches to Mass Atrocity Education
Aliza Atik, Ph.D., Kathleen Tamayo Alves, D.A., and Mirna Lekić, D.M.A.
Chapter 4 Outcomes-Based Approaches to Mass Atrocity Education
Amy E. Traver, Ph.D.
Chapter 5 Social Justice Approaches to Mass Atrocity Education
Susan Jacobowitz, Ph.D.
Chapter 6 Students Reflect on the Intersection of Sex, Gender, and Genocide from a Social-Psychological Perspective
Azadeh Aalai, Ph.D.
Chapter 7 Incarceration through the Lens of Genocide and Restorative Justice
Rose Marie Äikäs, Ph.D., M.A., M.S.W.
Chapter 8 Dancing to Connect: An Interdisciplinary Creative Arts Approach to Holocaust Education within Liberatory Pedagogy
Aliza Atik, Ph.D., Aviva Geismar, M.F.A., and Benjamin Lawrance Miller, M.F.A.
Chapter 9 Teaching the Holocaust: Making Literary Theory Memorable
Johannes Burgers, Ph.D.
Chapter 10 Outcomes of an Academic Service-Learning Project on Mass Atrocity with an ELL Population
Julia B. Carroll, Ph.D.
Chapter 11 Connecting the Dots: Backward Course Design, Arts Education, and Teaching the Holocaust
Steven Dahlke, D.M.A.
Chapter 12 Where History Meets Literature: Teaching the Holocaust, Genocide, and Mass Atrocity Through a Creative Approach in the Community College English Classroom
Melissa Dennihy, Ph.D.
Chapter 13 Trust No Scorn on the Page and No Hate in the Frame: Deconstructing Hate Speech and Empowering Tolerance in English 101
Barbara K. Emanuele, M.A.
Chapter 14 “I thought Natives were all living an idyllic country life…”: Students Reconsider North American Indigenous Peoples’ Lives Through Speech, Gender, and Genocide
Franca Ferrari-Bridgers, Ph.D.
Chapter 15 Echoes of Exile: Genocide and Displacement Studies in the Undergraduate Music Curriculum
Mirna Lekić, D.M.A. and André Brégégère, Ph.D.
Chapter 16 Using Campus Resources and Problem-Based Learning to Prepare Students to Become Global Citizens
Danny Sexton, Ph.D.
Chapter 17 The Power of Images: Enhancing Learning Outcomes in a History of Photography Course Through an Understanding of Genocide and the Refugee Experience
Kathleen Wentrack, Ph.D.