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Classroom study of the Holocaust evokes strong emotions in teachers and students. Teaching, Learning, and the Holocaust assesses challenges and approaches to teaching about the Holocaust through history and literature. Howard Tinberg and Ronald Weisberger apply methods and insights of the Scholarship of Teaching and Learning to examine issues in interdisciplinary teaching, with a focus on the community college setting. They discuss student learning and teacher effectiveness and offer guidance for teaching courses on the Holocaust, with relevance for other contexts involving trauma and...

Classroom study of the Holocaust evokes strong emotions in teachers and students. Teaching, Learning, and the Holocaust assesses challenges and approaches to teaching about the Holocaust through history and literature. Howard Tinberg and Ronald Weisberger apply methods and insights of the Scholarship of Teaching and Learning to examine issues in interdisciplinary teaching, with a focus on the community college setting. They discuss student learning and teacher effectiveness and offer guidance for teaching courses on the Holocaust, with relevance for other contexts involving trauma and...

This new volume addresses a number of important issues related to reading and writing that were not attended to in the previous volume, Deep Reading: Teaching Reading in the Writing Classroom (NCTE 2017)—especially those related to identity, culture, and positionality. In this volume the authors address the broad question of equity and social justice in the acquisition and practice of literacy, and the multifaceted lived reality of positionality related especially to race, class, language, and gender as experienced by students in the classroom.

This new volume addresses a number of important issues related to reading and writing that were not attended to in the previous volume, Deep Reading: Teaching Reading in the Writing Classroom (NCTE 2017)—especially those related to identity, culture, and positionality. In this volume the authors address the broad question of equity and social justice in the acquisition and practice of literacy, and the multifaceted lived reality of positionality related especially to race, class, language, and gender as experienced by students in the classroom.