Abstract
As American student populations grow increasingly more diverse, educators must find ways to promote Holocaust relevancy and honor the voice and experience of learners. While some scholars and educators continue to make a case for a particularist approach to teaching about the Holocaust, a universalist approach is the only of the two to intentionally provide space for diverse groups to find relevancy. This article explores how racial diversity in American classrooms call for teaching that honors the uniqueness of the Holocaust while acknowledging a teacher’s own positioning and the experiences of learners. It explains the author's race and connection to Holocaust history and presents a short reflection from a three-week study in Israel. The chapter concludes with considerations for how we might leverage the power of racial diversity to reach greater audiences.
Recommended Citation
Dupas, Rebecca T.
(2023)
"Race and the Holocaust: Giving Voice to Diverse Learners,"
Race and Pedagogy Journal: Teaching and Learning for Justice: Vol. 6:
No.
2, Article 1.
Available at:
https://soundideas.pugetsound.edu/rpj/vol6/iss2/1
Included in
Contemplative Education Commons, Curriculum and Social Inquiry Commons, Race, Ethnicity and Post-Colonial Studies Commons, Social and Behavioral Sciences Commons