Abstract
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.
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Notes
- 1.
Harriet Sepinwall, ‘Incorporating Holocaust education into K–4 curriculum and teaching in the United States’, Social Studies and the Young Learner, 10(3), (1999), pp. 58.
- 2.
Samuel Totten, ‘Should There Be Holocaust Education for K-4 Students? The Answer Is No’, Social Studies and the Young Learner, 12(1), (1999), pp. 36-39.
- 3.
Simone Schweber, “What happened to their pets?’: Third graders encounter the Holocaust’, Teachers College Record, 110(10), (2008), pp. 2073-2115.
- 4.
Leva Gundare and Pieter Batelaan, ‘Learning about and from the Holocaust: The development and implementation of a Complex Instruction Unit in Latvia’, Intercultural Education, 14(2), (June 2003), pp. 151–166; Thomas Misco, ‘We also did save people: A study of Holocaust education in Romania after decades of historical silence’, Theory and Research in Social Education, 36(2), (2008), pp. 61–94; Zehavit Gross,‘Holocaust education in Jewish schools in Israel: Goals, dilemmas, challenges’, Prospects, 40, (2010), pp. 93–113.
- 5.
Tali Nates, ‘But apartheid was also genocide…What about our suffering? Teaching the Holocaust in South Africa – opportunities and challenges’, Intercultural Education, 21(S1), (2010), pp.17–26.
Dienke Hondius, ‘Finding common ground in education about the Holocaust and slavery’, Intercultural Education, 21(S1), (2010), pp. 61–69.
- 6.
Jeffry Blutinger, ‘Bearing witness: Teaching the Holocaust from a victim-centered perspective’. The History Teacher, 42(3), (May 2009), pp. 269–279.
- 7.
Raya Kalisman, ‘Examples of best practice 2. Holocaust education as a universal challenge’, Intercultural Education, 21(S1), (2010), pp. 78–80.
- 8.
Alasdair Richardson, ‘Holocaust education: An investigation into the types of learning that take place when students encounter the Holocaust’, Unpublished dissertation (2001).
- 9.
Sara Ann Levy, ‘How students navigate the construction of heritage narratives’, Unpublished dissertation (2012).
- 10.
See, for example, New Jersey’s bills: A-2780 and S-2006.
- 11.
See examples: Catherine Compton-Lilly, Re-Reading Families: The Literate Lives of Urban Children, Four Years Later (New York, 2005); Lawrence J. Schweinhard, Jeanne Montie, Zongping Xiang, William S. Barnett, Clive R. Belfield, and Milagros Nores, Lifetime Effects: The High/Scope Perry Preschool Study through Age 40 (Ypsilanti, 2005).
- 12.
Michael Crotty, The Foundations of Social Science Research: Meaning and Perspective in the Research Process (Thousand Oaks, 1998).
- 13.
Diane Vaughan, The Challenger Launch Decision: Risky Technology, Culture, and Deviance at NASA (Chicago, 1996); Karl E. Weick, Sensemaking in Organizations (Thousand Oaks, 1995).
- 14.
Michael White, The Externalizing of the Problem (Dulwich Centre Publications, 1989).
- 15.
Deborah P. Britzman, ‘If the story cannot end: Deferred action, ambivalence, and difficult knowledge’, Between Hope and Despair: Pedagogy and the Remembrance of Historical Trauma, 27 (2000).
- 16.
Charles S. Carver, ‘Dynamical social psychology: Chaos and catastrophe for all’, Psychological Inquiry, 8 (1997).
- 17.
Michael Rothberg, Multidirectional Memory: Remembering the Holocaust in the Age of Decolonization (Palo Alto, 2009).
- 18.
Ibid, p. 17.
- 19.
F. Michael Connelly and D. Jean Clandinin, ‘Stories of experience and narrative inquiry’, Educational Researcher, 19(5), (Thousand Oaks, June–July 1990), pp. 2–14.
- 20.
Sara Lawrence-Lightfoot, ‘Reflections on portraiture: A dialogue between art and science’, Qualitative Inquiry, 11(3), (2005).
- 21.
Elliot W. Eisner, The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice (Prentice Hall, 1991).
- 22.
Lawrence-Lightfoot, ‘Reflections on portraiture’, p. 5.
- 23.
Schweber, ‘“What Happened to Their Pets?”’, p. 2097.
- 24.
Deborah P. Britzman, ‘If the story cannot end: Deferred action, ambivalence, and difficult knowledge’, Between Hope and Despair: Pedagogy and the Remembrance of Historical Trauma, 27, (2000).
- 25.
Benedict Anderson, Imagined Communities (London, 1983).
- 26.
Rothberg, Multidirectional Memory.
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Schweber, S., Resenly, I.A. (2018). Curricular Imprints or the Presence of Curricular Pasts: A Study of One Third Grader’s Holocaust Education 12 Years Later. In: Szejnmann, CC., Cowan, P., Griffiths, J. (eds) Holocaust Education in Primary Schools in the Twenty-First Century. The Holocaust and its Contexts. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-73099-8_1
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