2015
DOI: 10.1080/17449642.2015.1051853
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Voices from the past: on representations of suffering in education

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Cited by 11 publications
(5 citation statements)
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“…As one student says, “it's hard to imagine.” Indeed, it is hard, precisely because it is both an affective and cognitive exercise, always situated in specific sociohistorical contexts that may nurture, or not, this capacity. Although literature nurtures this imaginative capacity related to the “the wounds in history” (Hållander, 2015, p. 176; see also Lesnick, 2006; Nussbaum, 2006), there is, however, a philosophical limit to what can be comprehended (Moreiras, 1991), which, in relation to trauma, is the “unsayable or even unthinkable” (Busch, 2020, p. 424; see also Busch & McNamara, 2020). For example, in the following reflection log, one student reveals the unsayable and unthinkable around the Holocaust linguistically using expressions like “I couldn't believe,” “I can't imagine,” “I never thought,” and “why?”.…”
Section: Findings and Discussionmentioning
confidence: 99%
“…As one student says, “it's hard to imagine.” Indeed, it is hard, precisely because it is both an affective and cognitive exercise, always situated in specific sociohistorical contexts that may nurture, or not, this capacity. Although literature nurtures this imaginative capacity related to the “the wounds in history” (Hållander, 2015, p. 176; see also Lesnick, 2006; Nussbaum, 2006), there is, however, a philosophical limit to what can be comprehended (Moreiras, 1991), which, in relation to trauma, is the “unsayable or even unthinkable” (Busch, 2020, p. 424; see also Busch & McNamara, 2020). For example, in the following reflection log, one student reveals the unsayable and unthinkable around the Holocaust linguistically using expressions like “I couldn't believe,” “I can't imagine,” “I never thought,” and “why?”.…”
Section: Findings and Discussionmentioning
confidence: 99%
“…the ability to imagine the experience of another" (p. 7). Boler (1999), Bridges (2009), Bruner (2002), Kretz (2014) and Hållander (2015) highlight the power of literary reading to deal with difficult content such as human suffering. In language learning, the crucial role of emotions and affects has been emphasized over the years (Bigelow, 2019;Dewaele, 2013Dewaele, , 2014.…”
Section: Relevant Literature and Theoretical Frameworkmentioning
confidence: 99%
“…The fact that many survivors feel that justice has not been done in the event of the Grenfell fire is an uncomfortable bench on which to sit for any discussion involving It . Caution around these images is paramount, for in the act of use we are training others into our ways of knowing and discussing phenomena (Hållander, ). Horkheimer alludes to a view of knowledge that challenges rather than describes or looks to the essence of being, ‘Knowledge really concerned with values does not look to higher realms.…”
Section: Where Is the Broken Glass?mentioning
confidence: 99%
“…In this last respect, Sontag () and Butler (2007) are some of the authors who have contributed in ways I touch upon. Hållander () addresses secondary use to an extent while considering the testimonial representation of suffering in education, for instance when teaching about the Holocaust. This, however, would not constitute secondary use in the sense I mean, but would rather be a repetition of a primary use: informing audiences about the events represented in the image.…”
Section: From Objects Of Use To Objects Of Abusementioning
confidence: 99%
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