Module overview
This module explores the Holocaust as a problem of public pedagogy. It examines the establishment of Holocaust museums in both Jewish and non-Jewish communities between 1945 and the present. It treats questions of memorialisation and commemoration in a variety of different communities and case studies. It examines the Holocaust as a problem of education, in both schools’ settings and civil society initiatives. It explores the impact of the digital revolution on issues of communication, considering the evolution of Holocaust pedagogy and awareness in the post-survivor age. This module encourages students to develop their own communication activity.
Aims and Objectives
Learning Outcomes
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- engage with historiography and theoretical frameworks contributing to the debates relating to the Holocaust as public history and its relationship to the wider world.
- undertake a thorough critical analysis and assessment of a variety of textual, visual and material culture sources.
- apply your developed knowledge of the Holocaust as public history, structuring your ideas and research findings into well-ordered written assignments.
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- a wide variety of secondary source material relating to the Holocaust as public history, including theoretical frameworks used in the field.
- a wide variety of primary sources relating to the Holocaust as public history.
- public history, in particular the way in which historians communicate the history of the Holocaust to the public through various approaches.
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- research complex historical questions and communicate your findings convincingly and concisely in written assignments.
- utilise and develop your time-management skills.
- use to good effect textual, visual and material culture sources, synthesising this material to develop cogent and persuasive arguments.
Syllabus
Topics to be explored on the module may include museums and archives, the digital revolution, and communicating history to the public.
Learning and Teaching
Teaching and learning methods
Teaching methods include seminars and workshops.
Learning methods include skills-based workshops and discussion of key themes and ideas.
| Type | Hours |
|---|---|
| Workshops | 24 |
| Seminar | 24 |
| Preparation for scheduled sessions | 100 |
| Wider reading or practice | 52 |
| Completion of assessment task | 100 |
| Total study time | 300 |
Resources & Reading list
Textbooks
Steffi de Jong (2019). The Witness as Object. Video Testimony in Memorial Museums. Berghahn.
Emily-Jayne Stiles (2021). Holocaust Memory and National Museums in Britain. Palgrave Macmillan.
Stuart Foster, Andy Pearce et al., (2020). Holocaust Education. Contemporary Challenges and Controversies. UCL Press.
Diana I. Popescu, ed. (2022). Visitor Experience at Holocaust Memorials and Museums. Routledge.
Arkadi Zeltser (2018). Unwelcome Memory: Holocaust Monuments in the Soviet Union. Jerusalem: Yad Vashem.
Assessment
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Essay | 40% |
| Written assignment | 60% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Resubmit assessments | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|---|
| Essay | 40% |
| Written assignment | 60% |
Repeat Information
Repeat type: Internal & External