From My Place: Teaching the Holocaust and Judaism at the University of Mississippi Fifty-Three Years after James Meredith.
This essay explores classroom dynamics when students identify and connect their own painful experiences to structural racism or ethnocentrism exhibited in the Holocaust or parts of Jewish history. The intrusion of this proximal knowledge can be an obstacle to student learning. If engaged by professo...
| Publicado en: | Teaching Theology & Religion Vol. 19; no. 1; pp. 57 - 76 |
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| Formato: | Artículo |
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Wiley-Blackwell
Jan2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=112065950&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 112065950 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13684868 7QH jtl: Teaching Theology & Religion issn: 13684868 maglogo: Y pubinfo: dt: Jan2016 vid: 19 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 112065950 10.1111/teth.12320 ppf: 57 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 99KB tig: atl: From My Place: Teaching the Holocaust and Judaism at the University of Mississippi Fifty-Three Years after James Meredith. aug: au: Johnson, Willa M. affil: University of Mississippi su: Classroom dynamics Holocaust, 1939-1945 Institutional racism Ethnocentrism Jewish history University of Mississippi Education sug: subj: Classroom dynamics Holocaust, 1939-1945 Institutional racism Ethnocentrism Jewish history University of Mississippi Education keyword: ethnocentrism Holocaust Judaism Proximal knowledge racial frame racism reflective journaling religious frame social location sociological imagination sociology of knowledge ab: This essay explores classroom dynamics when students identify and connect their own painful experiences to structural racism or ethnocentrism exhibited in the Holocaust or parts of Jewish history. The intrusion of this proximal knowledge can be an obstacle to student learning. If engaged by professors, however, I argue that proximal knowledge can be a catalyst that promotes learning. Social scientific theory provides a useful lens for helping students to better grasp and contextualize both their old experiences and the new materials that are being taught in the course within the larger structural frames of race, religion, and ethnicity that they have selected, but may not fully appreciate. Reflective guided journaling is an essential part of the learning experience. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Teaching Theology & Religion is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Teaching Theology & Religion holder: Wiley-Blackwell dt: @attributes: year: 2016 holdings: @attributes: islocal: N |
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