Preparing Teachers in Holocaust Education During Polarizing Times

Abstract

In response to rising antisemitism, many organizations are calling for improved Holocaust education. To accomplish this goal, teachers must be appropriately educated to teach the topic to their students. In the current study, we investigated the experiences of preservice teachers related to their preparation. Using a phenomenological research design, we surveyed approximately 200 preservice teachers and conducted 25 interviews to determine their perceptions of their readiness to teach the Holocaust. Findings suggest that teacher educators should provide pedagogical strategies to teach difficult histories, particularly in states which have competing mandates to both prevent antisemitism and avoid divisive concepts.

Keywords

social justice teaching curriculum higher education learning

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