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The purpose of this study is to explore how teachers across content areas conceptualize planning and teaching of the Holocaust. Although there are numerous studies on Holocaust education, particularly on teachers’ approaches and practices, there is little research regarding teachers’ use of secondary sources and the impact these sources have on their approaches to planning and teaching about the Holocaust. This study will examine New Jersey state standards and curricula, as well as educational practitioner journals, in order to highlight relationships between resources provided to teachers and their approaches to planning and teaching about the Holocaust. Further, it will provide researchers with an empirical analysis, contributing to the increasing scholarly literature on Holocaust education. This study addresses the following research questions: How do teachers and policy makers in Language Arts and Social Studies conceptualize teaching of the Holocaust? What approaches do Language Arts and Social Studies teachers use when planning for teaching about the Holocaust? In what ways do state standards and mandated curricula guide teachers’ decision-making when teaching about the Holocaust? What recommendations do content area specific practitioner journals make for teaching about the Holocaust? This intrinsic collective case study will triangulate data from multiple sectors of the educational system to provide a broad and detailed view of the approaches to teaching about the Holocaust across different content areas. This study will additionally serve as a tool for school districts and policy makers to inform their future decisions regarding the selection and use of secondary sources and curriculum content, allowing teachers to make better pedagogical decisions with regards to their students’ learning. / Educational Leadership

Museums today frequently consider education as one of their priorities. As such, museum administrators will provide resources, field trips, or professional development opportunities to support teachers and schools. In an era of high-stakes testing, museums, like schools, are also influenced by standards that may dictate what information is taught and when. Therefore, to remain relevant and useful to school systems, museums have altered their educational practices to align with standards. Some museums choose to provide professional development workshops for educators that focus on a topic included within those standards. The Holocaust, a topic that is mandated by over 30 states, is an example of one such topic—albeit one that might also be difficult or controversial to teach. A regional Holocaust Museum that has chosen to provide a weeklong professional development opportunity for educators on teaching the Holocaust serves as an example of a museum providing support to local school divisions. However, the literature indicates that museums and teachers, while both working toward the goal of educating students, often have little communication with each other. While multiple studies have examined how teacher participants react to professional development workshops, far less attention has been paid to those that plan such opportunities. The multi-tiered issue of interest, then, is that little is known about how museum educators plan a Holocaust-related professional development opportunity, what role they play in workshop implementation, and what they consider to be crucial when preparing teachers to cover the topic This qualitative inquiry focused on understanding how museum educators planned and presented a weeklong Holocaust education workshop for teachers. The research question was developed to determine how museum staff members understand the Holocaust and Holocaust education, and how that understanding influenced their role when implementing the workshop. Data collection methods included observation and semi-structured interviews. Analysis methods utilized in this study included first and second cycle coding methods, as well as episode profiles for each participant. The key finding from this investigation suggests that museum educators' understanding of the Holocaust and Holocaust education greatly shaped their planning processes, as well as the role they fulfilled in workshop implementation. Though museum staff members agreed that the Holocaust is difficult knowledge, they each approached the topic and how it should be taught in a different manner. The implications of this study, its limitations, and suggestions for future research are detailed herein. / Ph. D.

In the fall of 1938, Marion Kenworthy, child psychologist, and Clarence Pickett, director of the American Friends Service Committee, began designing a bill that would challenge the United States's government's strict immigration laws and allow persecuted children to come to the United States and live in American homes. The Wagner-Rogers Bill, named for Senator Robert Wagner of New York and Representative Edith Rogers of Massachusetts and introduced in February 1939, sought to allow the entry of 20,000 refugee children from Germany. At the time, multiple domestic factors limited the willingness of American politicians to meet this problem head on: high unemployment rates after the stock market crash in 1929, an isolationist sentiment after the impact of World War I, and xenophobia. These factors discouraged the lawmakers from revising the quota limit set on obtainable visas established by the 1924 Immigration Act and allow outsiders into the United States. These few actors who supported the Wagner-Rogers Bill reflect a hidden minority of the American public and political body that fought to help Jewish refugees by standing up to the majority of citizens and politicians against higher immigration into the United States, and the story of the this Bill demonstrates what might have been possible and illuminates 20th century models of American humanitarianism and its role in creating international refugee protection. / Master of Arts / In the fall of 1938, Marion Kenworthy, child psychologist, and Clarence Pickett, director of the American Friends Service Committee, began designing a bill that would challenge the United States’s government’s strict immigration laws and allow persecuted children to come to the United States and live in American homes. The Wagner-Rogers Bill, named for Senator Robert Wagner of New York and Representative Edith Rogers of Massachusetts and introduced in February 1939, would allow the entry of 20,000 refugee children from Germany. At the time, multiple domestic factors limited the willingness of American politicians to meet this problem head on: high unemployment rates after the stock market crash in 1929, an isolationist sentiment after the impact of World War I, and xenophobia. These factors discouraged the lawmakers from reforming pre-existing immigration policies to allow more outsiders into the United States. These few actors who supported the Wagner-Rogers Bill reflect a hidden minority of the American public and political body that fought to help Jewish refugees by standing up to the majority of citizens and politicians against higher immigration into the United States, and the story of the this Bill illuminates 20th century models of American humanitarianism and its role in creating international refugee protection.

O Holocausto como Tema nos Livros Didáticos Brasileiros. Realidades e alternativas, orienta-se, em sua totalidade, para dois momentos: o da análise e o da proposta. No primeiro momento, o da análise, o estudo buscou definir, em primeiro lugar, de que maneira os livros didáticos abordam o tema, principalmente no que se refere ao protagonismo dos judeus como alvo de um genocídio sem precedentes na história da humanidade. Ao mesmo tempo, a atenção concentrou-se na presença de elementos que, muitas vezes, com o intuito de descomplicar, facilitar ou popularizar o ensino do Holocausto, resultam em sua banalização. Por último, a análise apontou a verificar a existência de elementos de instrumentalização no contexto do discurso do antissemitismo contemporâneo ou antissionismo. No segundo momento, o da proposta, apresentamos um projeto-piloto para o desenvolvimento de materiais através dos quais a história do Holocausto é contada com base no testemunho de um sobrevivente radicado no Brasil. Para tal fim, utilizamos entrevistas feitas no âmbito do Projeto Vozes do Holocausto, do Núcleo de Estudos Arqshoah/LEER/USP. Com base nos testemunhos, buscamos estabelecer a simbiose com fatos, documentos, personagens e lugares históricos. Dessa maneira, aos dizeres das testemunhas, enlaçaram-se os saberes da historiografia de modo a estabelecer um diálogo que tenta devolver às vozes dos sobreviventes ao menos parte do protagonismo que, como pudemos detectar na fase de análise, encontra-se ausente nos livros didáticos. / The Holocaust as a Theme in Brazilian Textbooks. Realities and Alternatives, is oriented towards two moments in the realm of Holocaust education: an analysis and a proposal. The analysis seeks to determine, first, how the theme is approached in Brazilian schoolbooks, especially in terms of the role attributed to Jews as targets of an unprecedented genocide in the history of humanity. At the same time, another aspect was taken into account. It relates to a practice, common among educators, that, although aimed at untangling, facilitating or even popularizing the teaching of the Holocaust, holds at its core the seeds for a potential banalization. Finally, we focused on trying to detect if the texts, in some way, instrumentalize the discourse in order to fit certain ideologically-charged narratives that could be linked to the context of contemporary antisemitism or antizionism. The second moment in this dissertation - the proposal - constitutes in fact a pilot project that approaches the history of the Holocaust through the voice of a survivor. For that purpose, we worked with witnesses living in Brazil interviewed by the researchers of the Projeto Vozes do Holocausto (Voices of the Holocaust Project, LEER/Arqshoah/USP). Based on those testimonies, we sought to establish a symbiosis with facts, documents, characters and historical places connecting the saying of the witnesses to the knowing of historiography in an attempt to establish a dialogue that gives back to the survivors voice its central role.

Philosophiae Doctor - PhD / This dissertation examines the development of Holocaust education in South Africa, specifically in the period of political transition to democracy and the two decades after apartheid. The history of placing the Holocaust in post-apartheid South Africa shows the dynamics and tensions of identity construction by the state, communities and individuals as the country emerged from a history of violent conflict. Holocaust education was claimed by the newly democratic state as a vehicle of reconciliation. Using archival material, interviews and secondary sources, I examine how a minority community’s project of building a permanent Holocaust centre, came to be considered as part of a national project of reconciliation. I consider the impact of this framing of Holocaust education and the tensions that arose as the Cape Town Holocaust Centre’s founders attempted to define and contain, the place of apartheid in Holocaust memory. Holocaust education shaped the development of post-apartheid identities. It contributed to a collective memory of apartheid by suggesting a particular collective memory of the Holocaust. The Cape Town Holocaust Centre provided the South African Jewish community with a legitimate identity in post-apartheid South Africa and a way to bypass an examination of the implications of having benefited from apartheid. I examine the tensions and contradictions within this construction of the collective memory of the Holocaust and apartheid, and consider the implications for the process of justice, memory and history in South Africa as it emerged from apartheid.