What If We Trusted Teachers? New Guidelines for Holocaust and Genocide Education.
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| Title: | What If We Trusted Teachers? New Guidelines for Holocaust and Genocide Education. |
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| Authors: | Resenly, Irene Ann (AUTHOR), Dalbo, George D. (AUTHOR) |
| Source: | Social Studies. May/Jun2026, Vol. 117 Issue 3, p132-142. 11p. |
| Subjects: | Student-centered learning, Critical pedagogy, Educators, Teacher organizations, Teaching methods, United States Holocaust Memorial Museum, Interdisciplinary education |
| Abstract: | This paper presents new guidelines (framed as reflective questions) for teaching and learning about the Holocaust and genocide in elementary, middle, secondary, and post-secondary classrooms. Since they were drafted in 1993, the United States Memorial Museums' "Guidelines for Teaching About the Holocaust" have become ubiquitous in Holocaust education, shaping how schools and universities have taught about the Holocaust in the United States over the past thirty years. Less a curriculum and more a set of pedagogical recommendations, USHMM's guidelines are rooted in a Holocaust-uniqueness paradigm and center individual Jewish victims' experiences (leaving out larger systems or other narratives). Additionally, they fail to recognize the needs and voices of student learners, minimize teacher agency and capacity, and oppose drawing connections between the Holocaust and other genocides. Despite major shifts in the fields of Holocaust/genocide studies and education toward critical, student-centered learning, Holocaust education has changed little over the previous 30 years. Drawing on their classroom teaching experience and professional development work with pre-service and practicing teachers, and based on shifts in the fields of Holocaust and genocide studies and social studies education, the coauthors advance a new paradigm in Holocaust and genocide education; namely, student and teacher-centered, critical, and expansive approaches. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This paper presents new guidelines (framed as reflective questions) for teaching and learning about the Holocaust and genocide in elementary, middle, secondary, and post-secondary classrooms. Since they were drafted in 1993, the United States Memorial Museums' "Guidelines for Teaching About the Holocaust" have become ubiquitous in Holocaust education, shaping how schools and universities have taught about the Holocaust in the United States over the past thirty years. Less a curriculum and more a set of pedagogical recommendations, USHMM's guidelines are rooted in a Holocaust-uniqueness paradigm and center individual Jewish victims' experiences (leaving out larger systems or other narratives). Additionally, they fail to recognize the needs and voices of student learners, minimize teacher agency and capacity, and oppose drawing connections between the Holocaust and other genocides. Despite major shifts in the fields of Holocaust/genocide studies and education toward critical, student-centered learning, Holocaust education has changed little over the previous 30 years. Drawing on their classroom teaching experience and professional development work with pre-service and practicing teachers, and based on shifts in the fields of Holocaust and genocide studies and social studies education, the coauthors advance a new paradigm in Holocaust and genocide education; namely, student and teacher-centered, critical, and expansive approaches. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00377996 |
| DOI: | 10.1080/00377996.2025.2500745 |
