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University Holocaust Education

Toward a Distinctive Pedagogy
  • Stephen R. Haynes
Chapter

Abstract

While ‘teaching’ has been a periodic concern among scholars of the Holocaust, attention is rarely aimed at issues of pedagogy per se. In fact, the invisibility of teaching practice in the interdiscipline of Holocaust Studies is a mysterious and disturbing phenomenon. This paper seeks to explore the problem, uncover some of the reasons behind it, and identify the resources and barriers that present themselves when we entertain the possibility of a distinctive Holocaust pedagogy.

Keywords

Liberative Pedagogue Holocaust Educator Holocaust Denial Average Class Size Dialogical Pedagogy 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Notes

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Copyright information

© Palgrave Macmillan, a division of Macmillan Publishers Limited 2001

Authors and Affiliations

  • Stephen R. Haynes

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