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Proquest Dissertations RESISTER/RESISTi7Eff: NARRATIVES OF FEMALE HOLOCAUST RESISTERS AS MORAL EDUCATION SARAH L. KING A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER'S OF EDUCATION GRADUATE PROGRAM IN EDUCATION YORK UNIVERSITY, TORONTO ONTARIO SEPTEMBER 2009 Library and Archives Bibliotheque et 1*1 Canada Archives Canada Published Heritage Direction du Branch Patrimoine de Pedition 395 Wellington Street 395, rue Wellington OttawaONK1A0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-53724-4 Our file Notre reference ISBN: 978-0-494-53724-4 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library and permettant a la Bibliotheque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'lnternet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans le loan, distribute and sell theses monde, a des fins commerciales ou autres, sur worldwide, for commercial or non­ support microforme, papier, electronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in this et des droits moraux qui protege cette these. Ni thesis. Neither the thesis nor la these ni des extraits substantias de celle-ci substantial extracts from it may be ne doivent etre imprimes ou autrement printed or otherwise reproduced reproduits sans son autorisation. without the author's permission. In compliance with the Canadian Conformement a la loi canadienne sur la Privacy Act some supporting forms protection de la vie privee, quelques may have been removed from this formulaires secondaires ont ete enleves de thesis. cette these. While these forms may be included Bien que ces formulaires aient inclus dans in the document page count, their la pagination, il n'y aura aucun contenu removal does not represent any loss manquant. of content from the thesis. 1*1 Canada RESISTER/RESISTHER: NARRATIVES OF FEMALE HOLOCAUST RESISTERS AS MORAL EDUCATION by Sarah King a thesis submitted to the Faculty of Graduate Studies of York University in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION ©2009 Permission has been granted to: a) YORK UNIVERSITY LIBRARIES to lend or sell copies of this thesis in paper, microform or electronic formats, and b) LIBRARY AND ARCHIVES CANADA to reproduce, lend, distribute, or sell copies of this thesis anywhere in the world in microform, paper or electronic formats and to authorize or procure the reproduction, loan, distribution or sale of copies of this thesis anywhere in the world in microform, paper or electronic formats. The author reserves other publication rights, and neither the thesis nor extensive extracts from it may be printed or otherwise reproduced without the author's written permission. iv Abstract The central question underpinning this research is: how can Holocaust education inform issues of social justice and moral education, with particular attention paid to the growing rate of psychological bullying amongst female adolescents. An introduction to the Holocaust through a discussion of resistance to psychological bullying or other problems they have faced might offer girls the opportunity to consider connections between their experiences and the experiences of female resisters to the Holocaust. A discussion of historical and contemporary resistance can also include tenets of moral education, offering students frameworks of morality through which to view their resistance efforts. I believe that an interdisciplinary and multimodal approach to the teaching of Holocaust history, incorporating literature and other media forms can also incorporate tenets of moral education, resulting in an increased awareness of the dangers of psychological bullying and an improved ability on the part of female students to resist these practices. V Dedication and Acknowledgments To my family ... ... To my mother, first of all, for dedicating her life to education in all its forms. For being my sounding board, my proof reader, my mentor and my friend. ... To my grandfather, whose love of education was apparent in everything he did, from driving the 'school bus' to winery tours, to epistles from afar. For pulling the strings that aligned the fates to make this degree, and this thesis possible. ... To my buddy, without whose experience with volatile friends my ire might never have been piqued and this work never commenced, much less completed. ... To all the Sainty women, whose strength and tenacity have inspired my determination to change the way all girls find their way to womanhood. To my friends for your potluck suppers, your shoulders to cry on, your conversation and ability to make me see reason when life threatened to overwhelm me and for your many hours of commiseration over endless bottles of wine. To J, for your love and support and most of all for always being one step ahead of me in the process so I knew what to expect. To my committee, and especially to Karen, for your inspiration, guidance and support throughout this process. To the faculty, staff, and students of Renaissance College for your commitment to your students, for your dedication to education, and your example of how invigorating and inclusive learning can be. Thank you all. Without you, I would never have been able to accomplish so much. vi Table of Contents Chapter One: Introduction 1 Defining Terms 4 Significance of the Study 10 Purpose of the Study 12 Scope of the Study 13 Limitations of the Study 15 Chapter Two: A Comparative Analysis of Relevant Sources 18 Resistance 20 The Danish Resistance 22 The Danish Resistance in Young Adult Literature 23 The White Rose Resistance Movement 26 The White Rose in Literature and On Film 28 Holocaust Film in the Classroom 28 Young Adult Literature and the Holocaust 32 Reader Response Theory & Holocaust Literature 36 Bullying 38 Chapter Three: Studying High School Students' Perceptions on Bullying and the Holocaust 45 Methods 46 Participants 48 Materials 49 Vll Procedure 50 Results 51 Chapter Four: 'Good' vs. 'Bad' - How Moral Education Curricula Can Inform Anti-Bullying Education 62 Moral Education in Theory and Practice 64 "Us" vs. "Them" 67 "Good" vs. "Bad" 70 Closing the Divide 72 Frameworks of Morality 73 Resistance as Moral Behaviour 75 And Now, to Act 77 Chapter Five: Interdisciplinary Education 80 Interdisciplinary Education in Theory and Practice 83 Project-Based Learning 86 Interdisciplinary and Intercommunity Education 88 Interdisciplinary Moral Education 92 You Can't Say You Can't Play 93 Final Thoughts 95 References 98 Appendix A: The White Rose Reading 108 Appendix B: Guidelines for Group Discussion 115 via What Would You Say? What would you say, if I told you I wrote a collection of poems? The subject was forgotten genocides, But forgot the Native Americans, the Rwandans, the Western Sudanese, the Serbians. The Hereros, Eritreans, and Cambodians. The Greeks, Armenians, Assyrians— Anathema, I forgot those other Holocaust millions: Jehovah's Witnesses, Gypsies, the gays, and more! Funerary urns groaned, awakening me from deep sleep. Millions of spirits— trying, trying, to climb up the slippery sides— climbing— desperate to come out still climbing, wanting to be heard. The denialists, distortionists, and perpetrators of "Let's kill them all," stuffed them into funerary urns, hoping that we'd forget. Rendering us unwitting accomplices of "Let's kill them all." Truth's still writhing, twisting, struggling to come out To be heard, to be revealed. I hear their spirits pleading, pleading, "Do not forget us." —Sofia Kontogeorge Kostos In: Forgotten Genocides of the 20th Century 1 Chapter One Introduction July 15, 2007 - Stuttgart, Germany This whole trip still seems a little bit surreal, even though I'm actually in Europe now. I'm still uncertain about whether or not this trip was a good idea. What if people don't like me, or I don't like them? What if the trip isn't what I expect it to be? What if I'm overly emotional when we go to Auschwitz or some of the other camps, or what if I'm not emotional at all? I'm also second guessing the amount of knowledge I'm bringing with me, which is making me second guess my whole academic career. My own formal Holocaust education was virtually nonexistent. The Holocaust was treated as a minor subsection of the military history of World War II in my high school history class. Most of the knowledge I have about the Holocaust is self-taught. The vast majority of that knowledge I gleaned from reading fictional books -from the time I was a child, I've been reading novels about the Holocaust and WWII. From there, I developed the idea that fictional texts can be used in conjunction with (or in lieu of) non-fiction books - either textbooks or other information texts - to teach young people about the Holocaust and other historical events. Now, I'm wondering if this is the case. I feel woefully inadequate because I feel like I haven't learned enough history to even be on this trip. I guess that's not the case or the professors wouldn 't have chosen me, so I'll have to see what the days to come will teach me. 2 The academic study of the Holocaust is overwhelmingly focused on the study of the victim and, more specifically, the Jewish victim. Six million Jews perished due to the Nazi's Final Solution, but it is important to remember, memorialize and research the other groups whose histories contribute to an inclusive narrative of the Holocaust, but are seldom heard.
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