This paper provides concrete suggestions for teaching two Holocaust testimonies, Irene Hauser's diary and Ruth Klüger's memoir "Still Alive." Hauser's and Klüger's texts effectively illustrate the differences between diaries and memoirs while recounting similar experiences. Such a comparative analysis, I argue, achieves two goals: First,…

Purpose: This research explores the pivotal role of educational research in supporting democratic civic education amid armed conflict. The study uses the recent experiences in Israel to examine how research can maintain democratic values and foster reconciliation during tumultuous times, aiming to illuminate the transformative capabilities of…

As an increasing number of Jewish summer camps welcome campers with disabilities, it becomes more important to understand the experience of these campers and that of their neurotypical peers. In this study, campers with disabilities and neurotypical campers participated together in a photography activity. Photographs and their accompanying…

The authors chronicle developing and teaching a National Endowment for the Humanities-funded trauma literature seminar at a public Historically Black University. The course focused on how literary and visual art from different countries and historical eras address two questions: "Can people survive and heal after trauma, not just physically,…

In this article, we examined how high school teachers talked about people in history lessons and how they engaged in or shunned multiperspectivity aspects as they talked about people who lived in the past. Based on an analysis of 40 hours of observations of 5 different classes in 3 Jewish high schools in Israel according to the…

This study considers whether and in what ways graphic novel adaptations of traditional Jewish Hebrew texts can encourage adolescent Modern Orthodox girls to adopt autonomous critical responses when encountering narratives that present women in unequal roles vis a vis men. According to scholars, Jewish literacy should teach students to read…

"After the death of the last witnesses the memory of the Holocaust must not be left to historians alone, now is the time for works of art" Aharon Appelfeld. This study focuses on the role and contribution of monuments to educating about Holocaust commemoration in Israel. Holocaust monuments are located throughout Israel, from north to…

This qualitative interview study explores the perceptions five USC Shoah Foundation Master Teachers who integrate Holocaust survivor and witness testimony via IWitness, a web resource from the USC Shoah Foundation, on students' development of empathy. Findings of this study suggest that the personalized nature of engaging with testimony in…

In this article, the authors detail a curriculum unit used by Ms. Brown and a second English Language Arts (ELA) teacher, Ms. Smith, with their high school students. The unit centered on a comparative genocide framework developed by the Comparative Genocide Project at Arizona State University. The framework detailed seven key themes common across…

Using adolescents' narratives and survey data presented in earlier studies, we draw upon Berry's model of four acculturation strategies (2015) to examine adolescents' narratives regarding the future orientation domains of education-and-career and marriage-and-family (Seginer, 2009) by three groups of nonimmigrant minority adolescents in Israel:…

This study examines changes to Jewish day school students' narratives of the history of Israel after a two-and-a-half-week trip there. Seventeen students were interviewed about the history of Israel before and after the trip. Before the trip, most students' accounts lacked logical connections among the different events. The observations on the…

Purpose: The purpose of this contribution is to analyse a set of Holocaust survivor testimony transcripts in order to find out their educational value regarding the connection between antisemitism of the past and the present. The narrative analyses are used to generate questions that might be relevant for addressing certain curricular aims within…

The purpose of this study was to explore how learners make meaning of their experiences at exhibits depicting narratives of the Polish Righteous Among the Nations of the World, free-choice learning contexts. The study focused on two exhibits at a university in the mid-Western United States. The conceptual framework of the study integrates…

How can we bridge the emotional and cognitive study of Holocaust testimonies in Israel? Can empathy be used as a stepping stone to critical reflection? And how can teachers address the manipulative popular interpretation of these testimonies in Israel, which seemingly place them beyond critical reflection? We examine these questions through an…

This chapter examines differential circumstances whereby aging individuals construct their selves as a narrative or, alternatively, seem to prefer other routes to manifest their identity. The preliminary exploration of questions about the characteristics of those aged who prefer to tell and those who do not, as well as the salutary role of…