Kako predavati književnost Holokausta: istorija, jezik, emocije
How to Teach Holocaust Literature: History, Language, Emotions

Author(s): Milica M. Damjanović
Subject(s): Jewish studies, History of the Holocaust, History of Antisemitism
Published by: Institut za filozofiju i društvenu teoriju
Keywords: education; Holocaust literature; university teaching; historical contextualization; phenomenon of ineffability; emotional response
Summary/Abstract: This paper places general recommendations for learning and teaching about the Holocaust, issued by leading global educational and research institutions, into the context of university-level Holocaust literature courses. By analyzing the experiences of university instructors along with significant didactic, pedagogical, and literary-theoretical studies, it presents the challenges and specific requirements of applying these general recommendations to the teaching of Holocaust literature. The focus is on three groups of recommendations that emphasize the importance of acquiring historical knowledge, precision in language use, and the emotional dimension of engaging with the Holocaust. These aspects are closely linked to the most challenging elements of Holocaust literature instruction: the relationship between history, historiography, and literature; the phenomenon of the Holocaust's "ineffability"; and emotional responses to reading Holocaust literature. These recommendations and their related challenges are critically analyzed in three separate chapters, with proposed solutions for teaching practice for each. The paper also includes a reflection on contemporary university teaching of Holocaust literature in Serbia and explores potential future developments.

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