Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6850053 | Teaching and Teacher Education | 2018 | 12 Pages |
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.
Keywords
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Nurit Novis Deutsch, Eila Perkis, Yael Granot-Bein,