Skip to content
1981
Illuminating the Non-Representable
  • ISSN: 2052-0204
  • E-ISSN: 2052-0212

Abstract

This article focuses on the project , which explores innovative methods for Holocaust education using illustration-based methods, and tactile and interactive approaches to learning and teaching history. We developed three workshops for university students investigating Norwegian-Jewish micro-histories during the Second World War, and our findings indicate that the methods fostered engagement, concentration and a sense of accountability towards the historical Other. The project aimed to supplement existing Holocaust education by providing new tools and techniques to address challenging subjects like the Holocaust in an educational setting, and to create pedagogical environments that promote historical thinking and responsibility, using a design-based research approach to develop and refine these educational strategies.

Loading

Article metrics loading...

/content/journals/10.1386/jill_00096_1
2025-01-31
2025-04-20
Loading full text...

Full text loading...

References

  1. Assmann, Aleida (2015), Transformations of Holocaust memory: Frames of transmission and mediation’, in G. Bayer and O. Kobrynskyy (eds), Holocaust Cinema in the Twenty-First Century Images, Memory, and the Ethics of Representation, rev. ed., London and New York: Wallflower Press, pp. 2340.
    [Google Scholar]
  2. Banik, Vibeke and Kjøstvedt, Anders (2022), ‘Kollektive minner og universialisering: Holocaust i den nye norske læreplanen for grunnskolen’, Nordidactica, 12:3, pp. 149170.
    [Google Scholar]
  3. Barab, Sasha and Squire, Kurt (2004), ‘Design-based research: Putting a stake in the ground’, The Journal of the Learning Sciences, 13:1, pp. 114.
    [Google Scholar]
  4. Biesta, J. J. Gert (2013), The Beautiful Risk of Education, Boulder, CO and London: Paradigm Publishers.
    [Google Scholar]
  5. Bos, Pascale (2014), ‘Empathy, sympathy, simulation? Resisting a Holocaust pedagogy of identification’, The Review of Education, Pedagogy, and Cultural Studies, 36:5, pp. 40321.
    [Google Scholar]
  6. Bruland, Bjarte (2017), Holocaust i Norge: Registrering, Deportasjon, Tilintetgjøring, Oslo: Dreyers Forlag.
    [Google Scholar]
  7. Campanella, Melissa and Penuel, William (2021), ‘Design-based research in educational settings: Motivations, crosscutting features and considerations for design’, in Z. A. Ohilippakos, E. Howell and A. Pellegrino (eds), Design-Based Research in Education: Theory and Applications, New York and London: The Guilford Press, pp. 59.
    [Google Scholar]
  8. Cobb, Paul, Confrey, Jere, diSessa, Andrea, Lehrer, Richard and Schauble, Leona (2003), ‘Design experiments in educational research’, Educational Researcher, 32:1, pp. 913.
    [Google Scholar]
  9. Dessinguè, Alexandre (2020), ‘Developing critical historical consciousness: Re-thinking the dynamics between history and memory in history education’, Nordidactica Journal of Humanities and Social Science Education, 1, pp. 117.
    [Google Scholar]
  10. Doyle, Susan, Grove, Jaleen and Sherman, Whitney (eds) (2018), History of Illustration, New York and London: Fairchild Books.
    [Google Scholar]
  11. Eaglestone, Robert and Langford, Barry (eds) (2007), Teaching Holocaust Literature and Film, Chippenham and Eastbourne: Palgrave Macmillan.
    [Google Scholar]
  12. Euler, Dieterh (2017), ‘Design principles as bridge between scientific knowledge production and practice design’, EDeR: Educational Design Research, 1:1, pp.118.
    [Google Scholar]
  13. Gannon, Rachel and Fauchon, Mirielle (2021), Illustration Research Methods, London and New York: Bloomsbury Publishing.
    [Google Scholar]
  14. Gouws, Brenda (2019), ‘Emotions in Holocaust education: The narrative of a history teacher’, Yesterday & Today, 21, pp. 4779.
    [Google Scholar]
  15. Grey, Michael (2014), Contemporary Debates in Holocaust Education, 2014 ed., London: Palgrave Pivot.
    [Google Scholar]
  16. Grove, Jaleen (2024), ‘What is illustration? A shadowy definition for illustration research’, Journal of Illustration, 11:1, pp. 2144.
    [Google Scholar]
  17. Hanghøj, Thorkild, Händel, Vici, Duedahl, Tina and Gundersen, Peter (2022), ‘Exploring the messiness of design principles in design-based research’, Nordic Journal of Digital Literacy, 17:4, pp. 22233.
    [Google Scholar]
  18. Hartmann, Geoffrey (1996), The Longest Shadow: In the Aftermath of the Holocaust, Bloomington, IN: Indiana University Press.
    [Google Scholar]
  19. Hoogslag, Nanette (forthcoming 2025), ‘Editorial’, Journal of Illustration, Special Issue ‘Blind Spots’, 12:1.
    [Google Scholar]
  20. IHRA (2019), ‘Recommendations for teaching and learning about the Holocaust’, Holocaust Remembrance, 2018, https://holocaustremembrance.com/resources/recommendations-teaching-learning-holocaust. Accessed 13 January 2024.
    [Google Scholar]
  21. Jewish Museum, Trondheim (2024a), Snublesteiner, https://www.snublestein.no. Accessed 20 December 2023.
  22. Jewish Museum, Trondheim (2024b), Jødiske Fotspor, https://www.jodiskefotspor.no. Accessed 20 December 2023.
  23. Kalsås, Vidar (2022), ‘Mellom historiske lærdomar og historisk tenking: Undervisningspraksisar i temaet holocaust blant lærerar i norsk skule’, Acta Didactica Norden, 16:3, pp. 122.
    [Google Scholar]
  24. Karlsson, Klas-Göran and Zander, Ulf (2012), Historien är Nu: En Introduktion till Historiedidaktikken, Lund: Studentlitteratur.
    [Google Scholar]
  25. Kramer, Hilde (2018), ‘Når tilskueren tegner: Minnehandlinger og formidling av sensitive emner i det 21 århundre’, Formakademisk, 11:3, pp. 121.
    [Google Scholar]
  26. Levy, Sara, and Sheppard, Maia (2018), ‘Difficult knowledge and the Holocaust in history education’, in S. Metzger and L. Harris (eds), The Wiley International Handbook of History Teaching and Learning, Hoboken, NJ: Wiley-Blackwell, p. 365.
    [Google Scholar]
  27. Magnússon, Sigurđur and Szijártó, Ìstvan (2013), What Is Microhistory: Theory and Practice, Oxford and New York: Routledge and Taylor and Francis.
    [Google Scholar]
  28. Male, Alan and Arnold, Dana (ed.) (2019), A Companion to Illustration, Hoboken, NJ: John Wiley and Sons.
    [Google Scholar]
  29. Nilssen, Trond Risto and Reitan, Jon (2020), The Legacies of Nazi Camps in Norway: Falstad 1941–1945, Berlin: LIT Verlag.
    [Google Scholar]
  30. Özürek, Esra (2018), ‘Rethinking empathy: Emotions triggered by the Holocaust among the Muslim-minority in Germany’, Anthropological Theory, 18:4, pp. 45677.
    [Google Scholar]
  31. Pettigrew, Alice (2017), ‘Why teach or learn about the Holocaust? Teaching aims and student knowledge in English secondary schools’, Holocaust Studies: A Journal of Culture and History, Special Issue: ‘Holocaust Education’, 23:3, pp. 26388.
    [Google Scholar]
  32. Pietras, Jens and Poulsen, Jens (2019), Historedidaktikk: Mellem Teori og Praksi, Copenhagen: Gyldendal.
    [Google Scholar]
  33. Reitan, Jon (2005), Jødene fra Trondheim, Oslo: Tapir Akademisk Forlag.
    [Google Scholar]
  34. Salmons, Paul (2003), ‘Teaching or preaching? The Holocaust and intercultural education in the UK’, Intercultural Education, 14:2, pp. 13949, https://bibliotheek.ehb.be:2102/10.1080/14675980304568.
    [Google Scholar]
  35. Salmons, Paul (2010), ‘Universal meaning or historical understanding? The Holocaust in history and the history in the curriculum’, Teaching History, 141, pp. 5763.
    [Google Scholar]
  36. Seixas, Peter (2015), ‘A model of historical thinking’, Educational Philosophy and Theory, 49:6, pp. 593605.
    [Google Scholar]
  37. Seixas, Peter (2016), ‘A history/memory matrix for history education’, Public History Weekly, 2016:6, n.pag., https://bibliotheek.ehb.be:2244/10.1515/phw-2016-5370.
    [Google Scholar]
  38. Stephan, Michelle (2014), ‘Conducting classroom design research with teachers’, ZDM The International Journal on Mathematics Education, 47:6, pp. 113.
    [Google Scholar]
  39. Taylor, Rachel Emily (2024), Illustration and Heritage, London: Bloomsbury Visual Arts.
    [Google Scholar]
  40. Thorp, Robert (2016), ‘The uses of history in history education’, Ph.D. thesis, Umeå: Umeå University and Dalarna University.
    [Google Scholar]
  41. Todd, Sharon (2003), Learning from the Other: Levinas, Psychoanalysis and Ethical Possibilities in Education, New York: State University of New York Press.
    [Google Scholar]
  42. Todd, Sharon (2015), ‘Creating transformative spaces in education: Facing humanity, facing violence’, Philosophical Inquiry in Education, 23:1, pp. 5361.
    [Google Scholar]
  43. Utdanningsdirektoratet (2024), ‘Kompetansemål og Vurdering 10.trinn’, https://www.udir.no/lk20/nor01-06/kompetansemaal-og-vurdering/kv111. Accessed 23 April 2024.
  44. Wertsch, James (2002), Voices of Collective Remembering, Cambridge: Cambridge University Press.
    [Google Scholar]
  45. European Commission (2012), ‘Discover the past for the future: The role of historical sites and museums in Holocaust education and human rights education in the EU: Summary’, 26 January 2010, https://fra.europa.eu/en/publication/2012/discover-past-future-role-historical-sites-and-museums-holocaust-education-and-0. Accessed 21 December 2023.
  46. Kramer, Hilde (2022), ‘Illuminating the non-representable’, Illuminating the Non-Representable, 17 March, https://illuminating.no. Accessed 11 January 2024.
    [Google Scholar]
  47. Kramer, Hilde and Klein, Sebastian (2021), If This Is a Human Being, NTNU, Trondheim, 23 March.
    [Google Scholar]
  48. Seixas, Peter (2014), Historical Thinking Project, 12 March 2016, https://historicalthinking.ca/about-historical-thinking-project. Accessed 21 December 2023.
/content/journals/10.1386/jill_00096_1
Loading
/content/journals/10.1386/jill_00096_1
Loading

Data & Media loading...

  • Article Type: Article
Keyword(s): design-based research; education; history; Holocaust; illustration; Norway; pedagogy
This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error
Please enter a valid_number test