Curriculum and the Holocaust

Competing Sites of Memory and Representation

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula
Cover of the book Curriculum and the Holocaust by Marla Morris, Taylor and Francis
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Author: Marla Morris ISBN: 9781135649470
Publisher: Taylor and Francis Publication: March 1, 2001
Imprint: Routledge Language: English
Author: Marla Morris
ISBN: 9781135649470
Publisher: Taylor and Francis
Publication: March 1, 2001
Imprint: Routledge
Language: English

In this book, Morris explores the intersection of curriculum studies, Holocaust studies, and psychoanalysis, using the Holocaust to raise issues of memory and representation. Arguing that memory is the larger category under which history is subsumed, she examines the ways in which the Holocaust is represented in texts written by historians and by novelists. For both, psychological transference, repression, denial, projection, and reversal contribute heavily to shaping personal memories, and may therefore determine the ways in which they construct the past. The way the Holocaust is represented in curricula is the way it is remembered. Interrogations of this memory are crucial to our understandings of who we are in today's world. The subject of this text--how this memory is represented and how the process of remembering it is taught--is thus central to education today.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

In this book, Morris explores the intersection of curriculum studies, Holocaust studies, and psychoanalysis, using the Holocaust to raise issues of memory and representation. Arguing that memory is the larger category under which history is subsumed, she examines the ways in which the Holocaust is represented in texts written by historians and by novelists. For both, psychological transference, repression, denial, projection, and reversal contribute heavily to shaping personal memories, and may therefore determine the ways in which they construct the past. The way the Holocaust is represented in curricula is the way it is remembered. Interrogations of this memory are crucial to our understandings of who we are in today's world. The subject of this text--how this memory is represented and how the process of remembering it is taught--is thus central to education today.

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