ERIC Number: EJ1086172
Record Type: Journal
Publication Date: 2016-Jan
Abstractor: As Provided
Reference Count: N/A
From My Place: Teaching the Holocaust and Judaism at the University of Mississippi Fifty-Three Years after James Meredith
Johnson, Willa M.
Teaching Theology & Religion, v19 n1 p57-75 Jan 2016
This essay explores classroom dynamics when students identify and connect their own painful experiences to structural racism or ethnocentrism exhibited in the Holocaust or parts of Jewish history. The intrusion of this proximal knowledge can be an obstacle to student learning. If engaged by professors, however, I argue that proximal knowledge can be a catalyst that promotes learning. Social scientific theory provides a useful lens for helping students to better grasp and contextualize both their old experiences and the new materials that are being taught in the course within the larger structural frames of race, religion, and ethnicity that they have selected, but may not fully appreciate. Reflective guided journaling is an essential part of the learning experience.
Descriptors: Jews, History Instruction, European History, Racial Bias, Ethnocentrism, College Students, Social Sciences, Social Theories, Race, Religion, Ethnicity, Journal Writing, Learning Experience
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Mississippi