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PEDAGOGY Karen Shawn The

PEDAGOGY Karen Shawn The Poetry of Artefacts: Teaching Through Fragments Left Behind

Twenty-five years after the Holocaust, Elie Wiesel (1970) wrote, in his now-classic One Generation After, that that watershed “will soon be ancient history, unrelated to today’s conflicts . . . without impact on the aspirations and actions of adolescents eager to . . . conquer the future. The past interests them only to the extent that they can reject it.” To the name Auschwitz, Wiesel believed that the next generation would respond, “Never heard of it” (p. 3). Wiesel was profoundly mistaken, fortunately, and he recognized it. In “Will the World Ever Learn?,” his introduction to the 2011 edition of One Generation After, he writes, “And now, 60 years later, the entire world listens to the words of the witness” (p. ix). The chairman of Yad Vashem, Avner Shalev (2015), echoes Wiesel as he notes that in the decades since 1945, “large portions of humanity have gradually come to perceive the Holocaust as a pivotal, landmark event for modern civilization” (p. 2). He quotes the world-renowned Holocaust historian and survivor Yisrael Gutman’s remark that “the Shoah refuses to become history” (p. 2). 17 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE

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