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Learning about and from the Holocaust: The development and implementation of a Complex Instruction Unit in Latvia
Author(s): Gundare, Ieva; Batelaan, Pieter
Date: 2003
Topics: Holocaust Education, Curriculum, Teaching and Pedagogy, Main Topic: Holocaust and Memorial
Abstract: What and how to teach about the Holocaust in a specific country or region depends on both the political-historical context in which the Holocaust took place and on the specific educational context. It also depends on the motivations of teachers and developers. In many circumstances, Complex Instruction (CI) provides opportunities for students to learn actively about the events that took place in their respective countries and to express their feelings and opinions. This paper describes the development and implementation of the first CI-based unit on the Holocaust, which was designed within the Latvian context by a small international and intergenerational project group.
Self-concept in young adults with a learning disability from the Jewish community
Author(s): Bunning, Karen; Steel, Gabriela
Date: 2007
Topics: Disability and Special Needs, Main Topic: Other, Jewish Identity, Interviews
Abstract: A small pilot study was conducted to explore the self-concept of young people with a learning disability from a Jewish community in an inner city area. Four young people participated in the project. All attended a college dedicated to the further education of people with special needs from the Jewish community. Semi-structured interviews were carried out with the participants. A low-technology augmentative communication strategy called ‘Talking Mats’ was employed [J. Murphy and L. Cameron (2002b)Talking Mats and learning disability: a low-tech resource to help people to express their views and feelings. Scotland, University of Stirling] to cater for the participant's varying communication needs. The participant placed relevant symbols on a mat to capture views expressed during interview. Three key themes emerged from the data: ‘being young’, ‘having a learning disability’ and ‘being Jewish’. The narratives associated with each theme were closely intertwined. Membership of the Jewish community was central to the concept of self. The research highlighted the importance of context and cultural belonging to the construction of identity. Use of ‘Talking Mats’ during interview proved an accessible format, both for exploring the views of people with learning disabilities, and providing them with feedback about the research.
How Useful is the Concept of Post-Truth in Analysing Genocide Denial?: Analysis of Online Comments on the Jedwabne Massacre
Author(s): Gudonis, Marius
Date: 2017
Topics: Holocaust Denial, Holocaust, Antisemitism, Internet, Main Topic: Holocaust and Memorial, Social Media
Abstract: The choice of “post-truth” as the OED’s 2016 word of the year spawned a large number of academic and popular texts. Some authors considered genocide denial to be an example of post-truth rhetoric. This study analysed the emerging literature on the subject and identified the notion of “indifference to truth” as a key defining characteristic that was distinct from neighbouring concepts. User comments to four online Newsweek Polska articles concerning the 1941 Jedwabne massacre of Jews were then scrutinized through the conceptual lens of indifference to truth. As a result, five types of post-truth rhetoric were constructed, identifying, tentatively, new forms of online genocide denial: (i) Explicit Indifference, (ii) Unsubstantiated Fabrication, (iii) Unconcerned Contradiction, (iv) Political Instrumentalization, and (v) Gratuitous Perversion.