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Teaching Holocaust literature and film

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching Holocaust literature and film/ edited by Robert Eaglestone,Barry Langford.
other author:	Eaglestone, Robert,
Published:	New York :Palgrave Macmillan, : 2008.,
Description:	xi, 170 p.
Series:	Teaching the new English
Subject:	Holocaust, Jewish (1939-1945) - Study and teaching (Higher) -
Online resource:	access to fulltext (Palgrave)
ISBN:	9780230591806

Teaching Holocaust literature and film
Teaching Holocaust literature and film[electronic resource] /edited by Robert Eaglestone,Barry Langford. - New York :Palgrave Macmillan,2008. - xi, 170 p. - Teaching the new English.

Includes bibliographical references and index.

Issues arising from teaching Holocaust film and literature / Sue Vice and Gwyneth Bodger -- Holocaust theory? / Robert Eaglestone -- The role of theories of memory in teaching representations of the Holocaust/ Anne Whitehead -- Teaching Holocaust literature: issues of representation / NicolaKing -- Mass culture/mass media/mass death : teaching film, television, and the Holocaust / Barry Langford -- "Representing the Holocaust" : an interdisciplinary module / Antony Rowland -- Teaching the Holocaust in French studies : questions of mediation and experience / Ursula Tidd -- History,memory, fiction in French cinema / LibbySaxton --Teaching Primo Levi / Rachel Falconer -- TeachingHolocaust literature and film to History students: teaching The Pawnbroker (1961/1965) / Tim Cole -- Sophie's Choice: on the pedagogical value of the "problem text" / R. Clifton Spargo.

In recent years, the proliferation of courses on the representation of the Holocaust in literature and film has confronted lecturers and students alike with some challenging and troubling questions. Is there a 'canon' of Holocaust representations? Are the conventional resources ofliterary andcinematic study adequate to dealing with the Holocaust, or does this unique and disturbing subject demand alternative pedagogic strategies? What is the role of ethics in the classroom encounter with the Holocaust? How is the diversity of relevant disciplinary perspectives bearing on Holocaust representations - from history and sociology tomedia studies and philosophical aesthetics - to be managedwithin the confines of a conventional degree programme? In this innovative and authoritative book, Holocaust scholars and teachers from the UK and US address these and other questions in a wide-rangingcollection of specially commissioned essays, drawing on a wealth of practical experience in teachingHolocaust literature and film.

Electronic reproduction.
Basingstoke, England :
Palgrave Macmillan,
2009.

Mode of access:World Wide Web.

ISBN: 9780230591806

Standard No.: 10.1057/9780230591806doiSubjects--Topical Terms:

294432
Holocaust, Jewish (1939-1945)
--Study and teaching (Higher)Index Terms--Genre/Form:

96803
Electronic books.

LC Class. No.: D804.33 / .T466 2008eb

Dewey Class. No.: 940.53/180711

Teaching Holocaust literature and film
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505 0 $a Issues arising from teaching Holocaust film and literature / Sue Vice and Gwyneth Bodger -- Holocaust theory? / Robert Eaglestone -- The role of theories of memory in teaching representations of the Holocaust/ Anne Whitehead -- Teaching Holocaust literature: issues of representation / NicolaKing -- Mass culture/mass media/mass death : teaching film, television, and the Holocaust / Barry Langford -- "Representing the Holocaust" : an interdisciplinary module / Antony Rowland -- Teaching the Holocaust in French studies : questions of mediation and experience / Ursula Tidd -- History,memory, fiction in French cinema / LibbySaxton --Teaching Primo Levi / Rachel Falconer -- TeachingHolocaust literature and film to History students: teaching The Pawnbroker (1961/1965) / Tim Cole -- Sophie's Choice: on the pedagogical value of the "problem text" / R. Clifton Spargo.
520 $a In recent years, the proliferation of courses on the representation of the Holocaust in literature and film has confronted lecturers and students alike with some challenging and troubling questions. Is there a 'canon' of Holocaust representations? Are the conventional resources ofliterary andcinematic study adequate to dealing with the Holocaust, or does this unique and disturbing subject demand alternative pedagogic strategies? What is the role of ethics in the classroom encounter with the Holocaust? How is the diversity of relevant disciplinary perspectives bearing on Holocaust representations - from history and sociology tomedia studies and philosophical aesthetics - to be managedwithin the confines of a conventional degree programme? In this innovative and authoritative book, Holocaust scholars and teachers from the UK and US address these and other questions in a wide-rangingcollection of specially commissioned essays, drawing on a wealth of practical experience in teachingHolocaust literature and film.
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