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HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 34 Auschwitz-Birkenau, as they comment on how the Roma and Sinti were living as families and wearing their own clothes, unlike the majority of Jewish prisoners who had be separated into male and female camps. The final section of ‘Collect’ once more focuses on Jewish survivors’ memories of the ‘liquidation’ of the ‘gypsy camp’. Again the purpose here is to encourage students to recognize that there is no single memory of the events and that the survivors’ reactions to the deaths do not necessarily agree. Having watched survivor clips, the Auschwitz film, and read about the historical context of the ‘gypsy camp’, students move onto the ‘Construct’ part of the activity. Here they are asked to build a sound memorial that is both reflective and sensitive to the materials they have used so far before moving onto ‘Communicate’ where they share their work with other students. Conclusion As outlined above, the nature of individual memory is both complex and often contradictory, and as such its effective use in classrooms requires educators to challenge and reflect upon what is being watched, something that has been missing from classroom practice. As educators, the responsibility falls on us to critically reflect on when and how we use witness accounts; this is especially important as more videos become available online for classroom use. Using IWitness as a platform for students to engage with witness memories is one way to encourage them to critically reflect on the point in time when the individual was videotaped and the memories he or she shares. Bibliography Andrews, K. (2013) “The British government and the Kindertransport: Moving away from the redemptive story”. Prism, 54-60 Bertolini, F. (2014). “Truth and Memory After Catastrophe: Historical Fact and the Historical Witness”. Dapim: Studies on the Holocaust, 1-17. Budrytė, D. (2010). “Experiences of Collective Trauma and Political Activism: A Study of Women ‘Agents of Memory’ in 350. Post-Soviet Lithuania”. Journal of Baltic studies, 41(3), 331- Frisch, M. (1991) “A Shared Authority: Essays on the Craft and Meaning of Oral and Public History”. Albany: SUNY Press. Kushner, T. (2006). “Holocaust Testimony, Ethics, and the Problem of Representation”. Poetics Today, 27(2), 275-295. IHRA (2005) Teaching Guidelines https://www.holocaustremembrance.com/educate/teachingguidelines accessed 10 th May 2015
Lentin, R. (2006, October). “Femina Sacra: Gendered Memory and Political Violence”. In Women’s Studies International Forum (Vol. 29, No. 5, pp. 463-473). Pergamon. Rothberg, M. (2004). “The Work of Testimony in the Age of Decolonization:” Chronicle of a Summer,” Cinema Verité, and the Emergence of the Holocaust Survivor”. PMLA, 1231-1246. Shopes, L. (2002). “Making Sense of Oral History”. History Matters: The US Survey Course on the Web, http://historymatters.gmu.edu/mse/oral. Soo, J. J., Cathey, R. J., Frieder, O., Amir, M. J., & Frieder, G. (2008, October). “Yizkor Books: a Voice for the Silent Past”. In Proceedings of the 17 th ACM conference on Information and knowledge management (pp. 1337-1338). ACM. Young, J. E. (1993). The Texture of Memory: Holocaust Memorials and Meaning. Yale University Press. Zweig, R. W. (1987). “Politics of Commemoration”. Jewish Social Studies, 155-166. 35 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE
Page 3 and 4: This publication is generously supp
Page 5 and 6: Practice Martin Hagmayr............
Page 7 and 8: 3. .With humanity still scarred by
Page 9: In the year 1998 then - Swedish Pri
Page 12 and 13: INTRODUCTION Carson Phillips, Ph.D.
Page 14 and 15: Holocaust. As we move further and f
Page 16 and 17: PEDAGOGY Karen Shawn The Poetry of
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Page 22 and 23: All of us expected to recover our t
Page 24 and 25: Herr Gartner had died. In his will
Page 26 and 27: lives just like ours—until their
Page 28 and 29: Kay Andrews Witness Memories in the
Page 32 and 33: have food so that they could then w
Page 36 and 37: Karen Polak Teaching about the Geno
Page 38 and 39: Educational practices developed thr
Page 42 and 43: Diversity and Dialogue HOLOCAUST ED
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Page 46 and 47: Involving Roma of all ages. Roma su
Page 50 and 51: 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
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codified by the end of the 5 th cen
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Liberal Judaism in Germany HOLOCAUS
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HOLOCAUST EDUCATION IN PEDAGOGY, HI
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PRACTICE Martin Hagmayr Teaching Ab
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Contextualising the Victims HOLOCAU
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From the T4 Program to the Holocaus
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Reactions of the Villagers HOLOCAUS
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Carson Phillips, Ph.D. Using Archiv
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epresented. The process of deconstr
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Although not all learners will have
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Ghetto Photographs HOLOCAUST EDUCAT
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Lauren Granite, Ph.D. Redefining Ho
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2007, my students only identified G
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Jumping classroom walls: bringing t
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Carson Phillips, Ph.D. & Emily Amie
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2 Why did Hitler hate Jews? Asked b
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which demanded absolute obedience f
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APPENDIX 1
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CONTRIBUTORS
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ABOUT THE NEUBERGER
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ISBN: 978-0-9811031-5-0 Publisher:
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