Investigating Comparative Genocide Teaching in Two High School Classrooms

Autor/inn/en	Harris, Lauren McArthur; Reid, Stephanie F.; Benkert, Volker; Bruner, Jason
Titel	Investigating Comparative Genocide Teaching in Two High School Classrooms
Quelle	In: Theory and Research in Social Education, 47 (2019) 4, S.497-525 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harris, Lauren McArthur) ORCID (Reid, Stephanie F.) ORCID (Benkert, Volker) ORCID (Bruner, Jason)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2019.1635058
Schlagwörter	Case Studies; Comparative Analysis; Death; Jews; European History; Elective Courses; Curriculum Design; Units of Study; Teaching Methods; Teacher Education; Safety; High School Teachers; High School Students; History Instruction; English; Language Arts; Teacher Attitudes; Caring; Emotional Response + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Sterbefall; Tod; Todesfall; Jew; Jude; Jüdin; Juden; Elective course; Wahlkurs; Lehrplangestaltung; Lerneinheit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Sicherheit; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; History lessons; Geschichtsunterricht; English language; Englisch; Sprachkultur; Lehrerverhalten; Care; Pflege; Sorge; Betreuung; Emotionales Verhalten
Abstract	This exploratory case study examined how two teachers used a comparative approach to teach genocide histories in a Holocaust Literature elective course. Through interviews and observations, we studied how the teachers guided students in comparing genocides as well as how they used survivor testimonies in their instruction. We found that teachers engaged in three types of comparison throughout the unit under study: defining genocide as the basis of comparison, discussing similarities and differences, and expanding students' knowledge of genocide beyond the Holocaust. The teachers set up their classrooms as safe places for learning about genocide as difficult history, yet they did not shield their students from its horrors. Additionally, they encouraged their students to take action against genocide outside of the classroom. This study adds to the limited empirical research on teaching comparative genocide and has implications for curriculum design and teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01