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ERIC Number: EJ1014003
Record Type: Journal
Publication Date: 2013-Apr
Pages: 25
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0007-8204
The Ethics of Teaching Disturbing Pasts: Reader Response, Historical Contextualization, and Rhetorical (Con)Textualization of Holocaust Texts in English
Juzwik, Mary M.
English Education, v45 n3 p284-308 Apr 2013
A set of especially complicated ethical relationships becomes visible in literary study when the unspeakable atrocity of state-sponsored genocide is part of the story, as it is in many wartime texts taught in secondary English classrooms. What then is the nature of an English teacher's obligation to the detailed particularity of the past and to those who endured that past when encouraging students' individual and collaborative responses to texts in the present (or in the future)? I explore the broad ethical question by discussing specific difficulties presented by the case of Holocaust pedagogy. The guiding purpose of the discussion is to explore a set of more general questions about the ethical dimensions of literary engagement in English--and specifically engagement with texts about disturbing pasts.(Contains 10 notes and 1 figure.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A