TY - JOUR
T1 - Six teaching orientations of Holocaust educators as reflections of teaching perspectives and meaning making processes
AU - Novis Deutsch, Nurit
AU - Perkis, Eila
AU - Granot-Bein, Yael
N1 - Funding Information: We gratefully acknowledge the International Project on the Memory of the Holocaust in the 21st Century at the University of Haifa, the Sue and Leonard Miller Center for Contemporary Judaic studies at the University of Miami and the Miami Dade County Holocaust Teacher Training Institute for their financial and logistic support. Publisher Copyright: © 2017 Elsevier Ltd
PY - 2018/4
Y1 - 2018/4
N2 - 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.
AB - 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.
KW - Holocaust education
KW - Meaning making
KW - Teacher orientations
KW - Teacher perspective inventor
UR - http://www.scopus.com/inward/record.url?scp=85040014940&partnerID=8YFLogxK
U2 - https://doi.org/10.1016/j.tate.2017.12.004
DO - https://doi.org/10.1016/j.tate.2017.12.004
M3 - Article
SN - 0742-051X
VL - 71
SP - 86
EP - 97
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
ER -