The article explores current sociopolitical implications of race through the lens of Black Lives ... more The article explores current sociopolitical implications of race through the lens of Black Lives Matter. In highlighting critical incidents in the movement and connecting to related events of historical significance, we establish parallels to emphasize the persistence of bias, race- based oppression, and injustice. The article focuses on established power structures and explores inequity, oppression, and sociopolitical contradictions by examining institutionalized racism. We emphasize how deficit perceptions, racist ideologies, and silence on racism are dangerous and must be challenged to foster action, advocacy, and change.
This qualitative interview study explores the perceptions of five USC Shoah Foundation Master Tea... more This qualitative interview study explores the perceptions of five USC Shoah Foundation Master Teachers who integrate IWitness in teaching about the Holocaust. The study focused on the perceptions of teachers as their students interact with survivor and witness testimony in IWitness as well as how IWitness provides a framework for moral education in comparison to other primary sources. Findings of this study suggest that the personalized nature of engaging with testimony in IWitness promotes student development of empathy through the interpersonal connections that students form with survivors and witnesses of the Holocaust. Participants suggest that by engaging students on the affective continuum of historical empathy, students demonstrate greater historical understanding and levels of care for the content and for people in society.
The article explores current sociopolitical implications of race through the lens of Black Lives ... more The article explores current sociopolitical implications of race through the lens of Black Lives Matter. In highlighting critical incidents in the movement and connecting to related events of historical significance, we establish parallels to emphasize the persistence of bias, race- based oppression, and injustice. The article focuses on established power structures and explores inequity, oppression, and sociopolitical contradictions by examining institutionalized racism. We emphasize how deficit perceptions, racist ideologies, and silence on racism are dangerous and must be challenged to foster action, advocacy, and change.
This qualitative interview study explores the perceptions of five USC Shoah Foundation Master Tea... more This qualitative interview study explores the perceptions of five USC Shoah Foundation Master Teachers who integrate IWitness in teaching about the Holocaust. The study focused on the perceptions of teachers as their students interact with survivor and witness testimony in IWitness as well as how IWitness provides a framework for moral education in comparison to other primary sources. Findings of this study suggest that the personalized nature of engaging with testimony in IWitness promotes student development of empathy through the interpersonal connections that students form with survivors and witnesses of the Holocaust. Participants suggest that by engaging students on the affective continuum of historical empathy, students demonstrate greater historical understanding and levels of care for the content and for people in society.
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Findings of this study suggest that the personalized nature of engaging with testimony in IWitness promotes student development of empathy through the interpersonal connections that students form with survivors and witnesses of the Holocaust. Participants suggest that by engaging students on the affective continuum of historical empathy, students demonstrate greater historical understanding and levels of care for the content and for people in society.
Findings of this study suggest that the personalized nature of engaging with testimony in IWitness promotes student development of empathy through the interpersonal connections that students form with survivors and witnesses of the Holocaust. Participants suggest that by engaging students on the affective continuum of historical empathy, students demonstrate greater historical understanding and levels of care for the content and for people in society.