University Holocaust Education

Toward a Distinctive Pedagogy
  • Stephen R. Haynes


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.


Liberative Pedagogue Holocaust Educator Holocaust Denial Average Class Size Dialogical Pedagogy 
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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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