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Carson Phillips, Ph.D. Using Archival Photographs to Teach About the Holocaust
In today’s digital world, photographs can be quickly taken, instantly seen and just as easily deleted, modified with filters or emailed to friends and colleagues around the world. Emergent technologies such as apps, and social networking platforms like Instagram and Snapchat provide further opportunities for photographs to be disseminated to previously unimagined audiences. However, it was not always so, and learning from archival photographs requires slowing down the learning process, at least a little, and asking probing questions about not only the origins of the photograph, but the context in which it was taken. This can be a valuable learning experience for enhancing soft skills such as inquisitiveness, creativity and empathy, as well as knowledge acquisition. Factors such as who may have taken the photograph, in which year was it taken, the setting, what is visible in the shot and conversely what may be missing, can all help place the photograph in its historical, societal and cultural contexts. Finally, considering why the photograph was taken and by whom, can assist in understanding what the viewer is looking at and the particular “gaze” that may be 103 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE
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This publication is generously supp
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Practice Martin Hagmayr............
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3. .With humanity still scarred by
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In the year 1998 then - Swedish Pri
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INTRODUCTION Carson Phillips, Ph.D.
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Holocaust. As we move further and f
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PEDAGOGY Karen Shawn The Poetry of
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HOLOCAUST EDUCATION IN PEDAGOGY, HI
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All of us expected to recover our t
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Herr Gartner had died. In his will
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lives just like ours—until their
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Kay Andrews Witness Memories in the
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have food so that they could then w
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Karen Polak Teaching about the Geno
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Educational practices developed thr
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Diversity and Dialogue HOLOCAUST ED
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Roma Involvement HOLOCAUST EDUCATIO
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Involving Roma of all ages. Roma su
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educated. The report was an eye-ope
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Page 58 and 59: HISTORY Doris L. Bergen, Ph.D. The
Page 66 and 67: HISTORY Robert Jan van Pelt Untrump
Page 74 and 75: 7 Goldilocks Principle HOLOCAUST ED
Page 80 and 81: Emily Amie Witty, Ed.D. Universal a
Page 82 and 83: can be found in the sacred texts, i
Page 84 and 85: codified by the end of the 5 th cen
Page 86 and 87: Liberal Judaism in Germany HOLOCAUS
Page 90 and 91: PRACTICE Martin Hagmayr Teaching Ab
Page 94 and 95: Contextualising the Victims HOLOCAU
Page 96 and 97: From the T4 Program to the Holocaus
Page 98 and 99: Reactions of the Villagers HOLOCAUS
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Page 106 and 107: Although not all learners will have
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Page 112 and 113: Lauren Granite, Ph.D. Redefining Ho
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Page 118 and 119: Jumping classroom walls: bringing t
Page 120 and 121: Carson Phillips, Ph.D. & Emily Amie
Page 124 and 125: 2 Why did Hitler hate Jews? Asked b
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Page 138 and 139: APPENDIX 1
Page 140 and 141: CONTRIBUTORS
Page 146 and 147: ABOUT THE NEUBERGER
Page 148: ISBN: 978-0-9811031-5-0 Publisher:
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