Linking the Holocaust and School Bullying: Creating Connections or Trivializing Tragedy?

Smith, William L.

doi:10.1080/00377996.2022.2079595

Cited by 1 publication

(2 citation statements)

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“…Yet, we need to find opportunities to teach students how to speak up for what they believe is right – creating upstanders rather than allowing students to be bystanders, or worse, participants in promoting the trauma. Linking antibullying lessons aside teaching about The Holocaust is an effective way to learn critical empathy, challenge injustice and create upstanders (Dalbo, 2019; Smith, 2023). Without a critical lens, an awareness of both the content of our lessons and the reactions of our students, our good intentions might become misguided actions.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Exposure to Holocaust education promotes upstanders not bystanders (Lee and Beck, 2021;Vera et al, 2019;Weintrob, 2022). Meeting individuals, factual or fictional, who were ETPC 22,4 upstanders in the face of injustice had a strong impact on readers who were presented with information and engaged in critical discussion (Bowen and Kisida, 2020;Hale, 2020;Dalbo, 2019;Smith, 2023) effectively link teaching about The Holocaust with antibullying education and learned empathy. Young adult literature is an effective pedagogical tool for exposing students to The Holocaust (Harris et al, 2019;) [2].…”

Section: The Impact Of Holocaust Educationmentioning

confidence: 99%

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Building a community of allies and upstanders: Using The Assignment to disrupt hate, bias and antisemitism

Koss

Greenblatt

2023

ETPC

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Purpose Recognizing that hate crimes and antisemitic attacks are increasing, the purpose of this article is to discuss ways The Assignment by Liza Wiemer, a contemporary young adult novel that depicts curriculum violence and its effects on students, acts as a “disruptor” in young adult literature. The authors present a rationale for using young adult literature on The Holocaust in high school classrooms to challenge the status quo and identify ways to become upstanders in the face of hate. Design/methodology/approach Through a content analysis using a critical literacy framework, the authors analyzed The Assignment for pedagogical ways to use the novel to challenge educators and students to examine and rethink how they feel about hate, bias and antisemitism. Findings Four ways the novel can be used as a disrupter were identified: text structure and language, pedagogical practices and curriculum violence, the student/peer/authority figure power dynamic and challenging accepted beliefs that can lead to bias, hate and antisemitism. Practical implications Although all individuals can be impacted by hate and antisemitism, this article focuses on young adults as they are the novel’s target audience. However, the authors believe people of all ages have the potential to disrupt societal practices and become upstanders and suggest ideas in this article be applied broadly to other novels and teaching situations. Originality/value A focus is on the ways the novel can build a community of allies and upstanders – students as agents of change rather than complacent bystanders. As bias, hate and antisemitism are on the rise, this article presents a unique way to combat it through literature and critical discussion.

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Section: Findings and Discussionmentioning

confidence: 99%