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Eclipsed histories: Holocaust education and teacher identity in contemporary Poland

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Abstract:

Sixty years after the Second World War, in a country where 3 million Polish-Jewish citizens were murdered between 1939-1945, teaching and learning about the Holocaust still remains an exception. Education, memory and public commemoration about the Holocaust is suspended in its infancy. To combat this silence, Krakow, Jagiellonian University provides a teacher preparation program for 60 applicants, centered on helping educators teach the Holocaust. Here the author asks: In a country where this is not the norm, who are these teachers and why did they chose to teach about the Holocaust? Specifically: What motivates them? And what perceived barriers to they encounter in teaching the Holocaust? I address these questions using field notes, 57 surveys, and eleven in-depth interviews, of the Polish history teachers who participated in a six day teacher training program in July 2010. Data suggest that teachers were drawn to the program to work out a personal need: they came to fill an emptiness in their own knowledge, and they came with the need to understand individual past experiences that transcended the desire to learn how to teach basic content knowledge. Data demonstrate, that far from being “forgotten,” the Polish-Jewish war time past very much remains, deeply buried within family histories and local stories.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492778_index.html
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MLA Citation:

Gross, Magdalena. "Eclipsed histories: Holocaust education and teacher identity in contemporary Poland" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492778_index.html>

APA Citation:

Gross, M. "Eclipsed histories: Holocaust education and teacher identity in contemporary Poland" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492778_index.html

Publication Type: Panel Paper
Abstract: Sixty years after the Second World War, in a country where 3 million Polish-Jewish citizens were murdered between 1939-1945, teaching and learning about the Holocaust still remains an exception. Education, memory and public commemoration about the Holocaust is suspended in its infancy. To combat this silence, Krakow, Jagiellonian University provides a teacher preparation program for 60 applicants, centered on helping educators teach the Holocaust. Here the author asks: In a country where this is not the norm, who are these teachers and why did they chose to teach about the Holocaust? Specifically: What motivates them? And what perceived barriers to they encounter in teaching the Holocaust? I address these questions using field notes, 57 surveys, and eleven in-depth interviews, of the Polish history teachers who participated in a six day teacher training program in July 2010. Data suggest that teachers were drawn to the program to work out a personal need: they came to fill an emptiness in their own knowledge, and they came with the need to understand individual past experiences that transcended the desire to learn how to teach basic content knowledge. Data demonstrate, that far from being “forgotten,” the Polish-Jewish war time past very much remains, deeply buried within family histories and local stories.


Similar Titles:
The Holocaust as history and human rights: A cross-national analysis of Holocaust education in social science textbooks, 1970-2009

Enacting emerging teacher educator identity: Implications of a pedagogy of teacher education seminar on practice

Becoming Teachers: How Autobiographies, Teacher Education Programs, and Real World Contexts Influence Pre-Service Teachers’ Identities.


 
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