Overview
- Summary
- The professional literature of the Holocaust is replete with research, references, and recommendations that a study of the Holocaust, particularly for middle and high school students, is most effective when combined with an extensive use of Holocaust literature. Scholars and educators alike advocate the use of first-person testimony whenever and wherever possible in order to personalize the Holocaust lessons for the student. This study explore students' responses to first-person Holocaust narratives through the lens of reader response theory in order to determine if prolonged engagement with the literature enhances affective learning.This study also explores the students' sense of personal ethics and their perceptions on moral decision-making. By examining their responses during prolonged engagement with first-person narratives, herein referred to as witness narratives, and evaluating these responses based on moral development theories developed by Kohlberg and Gilligan, the study also seeks to determine whether there are significant differences in the nature of response that can be attributed to gender.Lastly, the study explores students' views on racism, and how or if an extended lesson on the Holocaust causes affective change in students' perceptions of racism and their role in combating it within our society.
- Format
- Book
- Published
- [Place of publication not identified] : [publisher not identified], 2004
- Notes
-
Thesis (Ph. D.)--Ohio State University, 2004.
Includes bibliographical references (pages 236-246).
Photocopy. Ann Arbor, Mich. : UMI Dissertation Services, 2004. 22 cm.
Dissertations and Theses
Physical Details
- Language
- English
- External Link
-
Electronic version from OhioLINK.
- Additional Form
-
Electronic version(s) available internally at USHMM.
- Physical Description
- x, 246 pages
Keywords & Subjects
- Record last modified:
- 2024-06-21 15:41:00
- This page:
- https://collections.ushmm.org/search/catalog/bib103997
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