A colloquium series funded by the National Endowment for the Humanities explored complicity and collaboration during the Holocaust at a community college in New York. Student reactions to this theme were explored to measure their understanding of this atrocity. Twenty-three student participants of this colloquium submitted to in-depth, in-person interviews. A descriptive qualitative process enabled the researcher to identify specific themes that emerged regarding student growth. Student reflections explore the extent to which Holocaust education enables transformational learning at the college level, specifically in this case by exploring bystander behavior. Challenges of Holocaust education may be confronted by developing a focus for students to use as a framework. Results suggest a framework facilitates student growth and enrichment. This study is a reflection on practice regarding exposure to the Holocaust in higher education and its potential to stimulate transformation.
This study focused on the distinction between mythic and non-mythic framing of news stories pertaining to the Iraqi War. A content analysis was performed on 531 news articles appearing in The New York Times and Time Magazine from 2003 to 2007. Gallup polling data was used to construct measures of public opinion regarding the war (War Approval) and the Presidents handling of the war (Presidential Approval). In both news sources, non-mythical news coverage was more predominant than mythical coverage. Most importantly, the amount of mythical news coverage influenced popular opinion. Importantly, however, this mythical framing effect was moderated by media source and the nature of the popular opinion rating. Specifically, mythical news coverage in the New York Times significantly increased Presidential approval ratings. This mythical framing effect failed to emerge, however, when examining the effect of news coverage in Time Magazine and when predicting more general and impersonal ratings of War Approval. Results are discussed in the context of a psychological model of framing effects that incorporates the moderating role of media source and target of rating.
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