This essay explores historical trauma through the lens of post-memory and trauma theory, and aims to analyse the representation of historical trauma in Art Spiegelman’s graphic novel Maus. By using these theories, the essay explores how trauma can be passed on through generations, and how it ultimately affects not only the people who were there to experience it, but also those generations that came after. Furthermore, the essay argues that historical fiction belongs in the English classroom, and that teaching a novel such as Maus, could potentially be beneficial to the student’s own understanding of trauma. Multimodality is also explored to a certain extent, more specifically the benefits of teaching a material that uses both textual and visual imagery in its storytelling. The essay focuses on the didactic component of historical fiction and the opportunities it gives when implementing it in the classroom. The essay also seeks to explore the importance of teaching students to become compassionate individuals that believe in equality and are committed to human rights.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-48340 |
| Date | January 2021 |
| Creators | Siljebrand, Felicia |
| Publisher | Södertörns högskola, Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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