Curricular Imprints or the Presence of Curricular Pasts: A Study of One Third Grader’s Holocaust Education 12 Years Later
Schweber and Resenly’s chapter, “Curricular imprints or the presence of curricular pasts: A study of one third grader’s Holocaust education 12 years later,” examines the long-term effects of a student’s encounter with the Holocaust. Based largely on interview data, the authors look at how individual and collective identity mediates Holocaust memory and how early curricular experiences matter over time. They conclude that in this case, experiences with Holocaust education in later years and avoidance of so-called casual learning about the topic followed an emotional pattern set by that early experience in formal education. The research highlights the challenges of learning about the Holocaust in depth at a young age, perhaps especially for Jewish children who identify with Jewish victimization.