This qualitative study investigated the role of music in the lives of those affected by the Holocaust. Participants were identified through purposeful and snowball sampling techniques, and a total of five were selected based on their connection to the Holocaust. Participants included those incarcerated in camps and ghettos, those who escaped…

Globalisation and technological advances in the twenty-first century have caused a blurring of national lines, which in the past were the basis of a nearly indisputable model of civic identity. This process has led to a noticeable trend of the globally oriented pressures within the national curricula, on top of the existing locally oriented…

Teaching about the Holocaust is mandatory in many societies. This prescription is justified by authorities with many reasons: educating pupils for a better understanding of human rights, peace, war, genocide, critical thinking, historical thinking, racism, etc. The Holocaust can carry a very strong moral and emotional charge. But why do teachers…

In this article the author addresses one of the essential questions that face teachers today: How can we welcome the foreign into our lessons in an authentic way that makes education relevant to the ongoing social, cultural, and political dialogues through which diverse learners understand themselves and their worlds? In response to this question,…

State and national education initiatives provide American students with opportunities to engage in close readings of complex texts from diverse perspectives as they actively construct complicated understandings as they explore complex texts. Opportunities for interdisciplinary units emerge as the role of non-fiction in English/language arts and…

This case study research investigated preservice and in-service teachers' (N = 23) experiences and understandings as they participated in a multicultural children and young adults' literature course that incorporates visits to a Holocaust museum. A graduate level course was redesigned within a framework of social justice pedagogy by focusing on…

This article reports the qualitative analysis of the use of highly emotive documentaries of the Holocaust in a graduate-level organizational theory class. Specifically, the article looks at student reactions and impacts on learning. Student-produced work captured a broad range of reactions that led to increased insights about organizations (the…

Violence committed against individuals because of their race, religion, ethnicity, national origin, gender, gender identity, or sexual orientation remains a serious problem in the United States of America. The United States Federal Bureau of Investigation (FBI) reported school and college settings as the third most frequent location for hate…

Working in unfamiliar contexts and often alone, fieldworkers may face challenges for which their training and previous experience has not prepared them. While there is literature about the technical, ethical and moral aspects of fieldwork, there is little focusing on fieldworkers' actual experiences. Additionally, there is little constructive…

This qualitative dual-case study addresses two 21st century teacher education imperatives, technology infusion and critical multicultural literacy instruction. We researched the integration of a blog as a tool to promote technology use in a graduate course on literacy and technology with a thematic focus on the Holocaust. Using a grounded theory…

"Where is God now?" is a question from the Holocaust memoir "Night" by Elie Wiesel and an underlying narrative dilemma for the teachers and most student participants in this qualitative study of three Holocaust units in secondary English classrooms in the Midwestern United States. Using a narrative theory framework, this study explores how…

Changing demography and ensuing incidents of backlash, growing intolerance, and prejudice led a group of educators from seven different schools in two rural counties of northwestern Washington State to organize a National Endowment for the Humanities sponsored series of Holocaust education inservice workshops. The obstacles they overcame in…

This essay compares two curricular treatments of the Holocaust, one that resulted from a full-semester, 10th grade elective course taught at a public high school, the second constructed through a quarter-long, 8th grade unit taught at a charismatic, evangelical, fundamentalist Christian private school. In brief, the study examines the Holocaust's…