Six teaching orientations of Holocaust educators as reflections of teaching perspectives and meaning making processes |
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| Institution: | 1. Department of Counseling and Human Development, Education Faculty, University of Haifa, Israel;2. Department of Social Work, Emeq Yezreel College, Israel;3. The Strochlitz Institute for Holocaust Research, University of Haifa, Israel;1. Ohio University, Athens, OH, United States;2. University of South Dakota, Vermillion, SD, United States;1. Institute of Educational Technology, Italian National Research Council, Italy;2. Department of Philosophy, Sociology, Education and Applied Psychology, University of Padova, Italy;3. Psychology and Education Department, Universitat Oberta de Catalunya, Barcelona, Spain |
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| Abstract: | This study explored processes of curricular reinterpretation made by teachers who teach about the Holocaust. We conducted holistic narrative analyses of in-depth interviews with 31 American Holocaust educators. Six teaching orientations were identified: passionate historical, mythologizing-transforming, social-contemporizing, empathic-personalizing, riveting-shocking, and pragmatic-socializing. We offer vignettes for each orientation and compare them to other teaching perspective typologies, highlighting the novelty and utility of the presented typology. The findings demonstrate how narrative identity, meaning-making processes and teaching perspectives interconnect and lead teachers to reinterpret the Holocaust in their teaching. These findings have implications for teaching complex and value-laden topics. |
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| Keywords: | Holocaust education Meaning making Teacher orientations Teacher perspective inventor |
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