Details
Between Hope and Despair
Pedagogy and the Remembrance of Historical TraumaCulture and Education Series
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48,99 € |
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| Verlag: | Rowman & Littlefield Publishers |
| Format: | EPUB |
| Veröffentl.: | 15.03.2000 |
| ISBN/EAN: | 9781461636588 |
| Sprache: | englisch |
| Anzahl Seiten: | 264 |
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Beschreibungen
At the end of a century of unfathomable suffering, societies are facing anew the question of how events that shock, resist assimilation, and evoke contradictory and complex responses should be remembered. Between Hope and Despair specifically examines the pedagogical problem of how remembrance is to proceed when what is to be remembered is underscored by a logic difficult to comprehend and subversive of the humane character of existence. This pedagogical attention to practices of remembrance reflects the growing cognizance that hope for a just and compassionate future lies in the sustained, if troubled, working through of these issues.
At the end of a century of unfathomable suffering, societies are facing anew the question of how events that shock, resist assimilation, and evoke contradictory and complex responses should be remembered. Between Hope and Despair specifically examines the pedagogical problem of how remembrance is to proceed when what is to be remembered is underscored by a logic difficult to comprehend and subversive of the humane character of existence. This pedagogical attention to practices of remembrance reflects the growing cognizance that hope for a just and compassionate future lies in the sustained, if troubled, working through of these issues.
Chapter 1 Introduction: Between Hope and Despair: The Pedagogical Encounter of Historical Rememberance
<br>Chapter 2 1 The Paradoxical Practice of Zakhor: “Memories of That Which Has Never My Fault”
<br>Chapter 3 2 If the Story Cannot End: Deferred Action, Ambivalence and Difficult Knowledge
<br>Chapter 4 3 Anxiety and Contact in Attending to a Play about Landmines
<br>Chapter 5 4 Standing in a Circle of Stone: Rupturing the Binds of Emblamatic Memory
<br>Chapter 6 5 Never to Forget: Pedagogical Memory and Second Generation Witness
<br>Chapter 7 6 Artifactual Testimonies and the Staging of Holocaust Memories
<br>Chapter 8 7 Pedagogy and Trauma: The Middle
<br>Passage, Slavery, and the Problem of Creolization
<br>Chapter 9 8 Loss in Present Terms: Reading the Limits of Post-dictatorship Argentina's National Conciliation
<br>Chapter 10 9 Beyond Reconciliation: Memory and Allerity in Post-Genocide Rwanda
<br>Chapter 11 10 Re-Learning Questions: Responses to the Ethical Address of the Past and Present of Others
<br>Chapter 12 Bibliography
<br>Chapter 13 Index
<br>Chapter 14 About the Editors and Contributors
<br>Chapter 2 1 The Paradoxical Practice of Zakhor: “Memories of That Which Has Never My Fault”
<br>Chapter 3 2 If the Story Cannot End: Deferred Action, Ambivalence and Difficult Knowledge
<br>Chapter 4 3 Anxiety and Contact in Attending to a Play about Landmines
<br>Chapter 5 4 Standing in a Circle of Stone: Rupturing the Binds of Emblamatic Memory
<br>Chapter 6 5 Never to Forget: Pedagogical Memory and Second Generation Witness
<br>Chapter 7 6 Artifactual Testimonies and the Staging of Holocaust Memories
<br>Chapter 8 7 Pedagogy and Trauma: The Middle
<br>Passage, Slavery, and the Problem of Creolization
<br>Chapter 9 8 Loss in Present Terms: Reading the Limits of Post-dictatorship Argentina's National Conciliation
<br>Chapter 10 9 Beyond Reconciliation: Memory and Allerity in Post-Genocide Rwanda
<br>Chapter 11 10 Re-Learning Questions: Responses to the Ethical Address of the Past and Present of Others
<br>Chapter 12 Bibliography
<br>Chapter 13 Index
<br>Chapter 14 About the Editors and Contributors
Roger I. Simon teaches at the Ontario Institute for Studies in Education at the University of Toronto. He has written extensively in the area of critical pedagogy and cultural studies and is the author of Teaching Against the Grain: Texts for a Pedagogy of Possibility. Sharon Rosenberg is assistant professor at York University in Toronto, where she teaches in the School of Women's Studies. Her scholarly work attends to questions of feminist remembrance practice in the wake of ongoing traumatic violences against women. Claudia Eppert recently completed her doctoral disseration at the Ontario Institute for Studies in Education/ University of Toronto. Her work focuses on the ethico-pedagogical possibilities for a responsive/responsible practice of reading contemporary literature of historical witness.
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