Teacher decision making in teaching about the Holocaust through art

Authors

Julie Bell, University of Nebraska at OmahaFollow
Connie Schaffer, University of Nebraska at OmahaFollow
Kimberly Gangwish, University of Nebraska at OmahaFollow

Author ORCID Identifier

Julie Bell (0000-0003-4316-4083) - ORCID

Document Type

Article

Publication Date

12-12-2022

Journal Title

Holocaust Studies: A Journal of Culture and History

Volume

30

Issue

1

First Page

22

Last Page

46

Abstract

The primary objective of this comparative case study was to explore how secondary teachers make decisions regarding teaching about the Holocaust using the art of Samuel Bak as text. The researchers analyzed self-created curriculum materials, responses to a questionnaire about teacher decision-making processes, and interviews with three secondary teachers whose students visited an exhibit of Bak’s art. The researchers find that teachers have agency to make decisions based on materials, standards and curriculum, and personal connections to the content while relying on a student-centered approach. Implications for further research include a deeper exploration of teachers’ awareness of their decision making.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Holocaust Studies: a Journal of Culture ad History on December 12, 2022, available online: https://doi.org/10.1080/17504902.2022.2156235

Recommended Citation

Julie Bell, Connie Schaffer & Kimberly Gangwish (2022): Teacher decision making in teaching about the Holocaust through art, Holocaust Studies, DOI: https://doi.org/10.1080/17504902.2022.2156235

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.