Simone Schweber
Biographic Data
| ID | 180751 |
|---|---|
| NAME | Simone Schweber |
| GIVEN NAMES | Simone |
| FAMILY NAME | Schweber |
| SIGNATURE | SCHWEBER S |
| AFFILIATIONS | University of Wisconsin–Madison |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 40 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 5 |
Holocaust education in transition from live to virtual survivor testimony
This article explores the pedagogical challenges and ethical dilemmas related to the use of Virtual Interactive Holocaust Survivor Testimony (VIHST) in place of live survivor testimony. The National Holocaust Centre and Museum (UK) uses 3D interactive digital as an attempt to replicate the meaningful learning experiences of listening to a live survivor. Data was collected through interviews with survivors and museum staff. Key findings include ho…
In the Aftermath of Act 10
Act 10, the 2011 legislative ruling in Wisconsin that reduced public-sector unions' collective bargaining power, provides a descriptive case study to examine what happens to teachers when collective bargaining disappears. Analysis of interviews with social studies teachers (n = 26) from a stratified random sample of 13 districts shows that the most salient changes for teachers post-Act 10 include increased workloads, reduced pay and benefits, dec…
Teaching Through Turmoil
The protests against the Budget Repair Bill in Wisconsin during the spring of 2011 provide a powerful moment in which to examine social studies teachers’ curricular, pedagogic, and personal political decisions in the context of a local, controversial current event. We engaged 7 middle and high school social studies teachers from small and large, liberal and conservative communities who participated in the protests in in-depth, semi-structured int…
Donning Wigs, Divining Feelings, and Other Dilemmas of Doing Research in Devoutly Religious Contexts
By juxtaposing the experiences of conducting research at two schools, one a Charismatic, evangelical, fundamentalist Christian school, the other, an ultra-orthodox Hasidic Jewish girls' school, the author discusses prevailing notions of subjectivity, arguing that postmodern and postpositivistic models of subjectivity apply, but that their applications are best imagined as profoundly context driven
Fundamentally 9/11
This study examines the production of religious collective memory at a fundamentalist Christian school. By depicting in rich detail what happened on September 11, 2001, in one eighth‐grade classroom and how the events of that day were discussed in the weeks that followed, the article reveals the processes wherein the attacks were subsumed into an overarching narrative attesting to God’s control over history. After analyzing the implications of th…
Breaking Down Barriers” or “Building Strong Christians”
This essay compares two curricular treatments of the Holocaust, one that resulted from a full-semester, 10th grade elective course taught at a public high school, the second constructed through a quarter-long, 8th grade unit taught at a charismatic, evangelical, fundamentalist Christian private school. In brief, the study examines the Holocaust's radically different uses, the narrowing of Holocaust memory and its confinement to Christological ter…
Rejoinder to Miriam Ben-Peretz
I would like to thank Miriam Ben-Peretz for her thorough and thought-provoking response to my article, “Simulating Survival. ” Especially in light of her personal experiences as a refugee from Hitler’s Germany, I was impressed by her ability to judge my narrative with even-handed precision and to render clear-headed critiques. I don’t mean to imply that eyewit-nesses to events are unreliable judges of them, only that the gulf between lived histor…
Simulating Survival
Teaching Through Turmoil
The protests against the Budget Repair Bill in Wisconsin during the spring of 2011 provide a powerful moment in which to examine social studies teachers’ curricular, pedagogic, and personal political decisions in the context of a local, controversial current event. We engaged 7 middle and high school social studies teachers from small and large, liberal and conservative communities who participated in the protests in in-depth, semi-structured int…
Simulating Survival
Breaking Down Barriers” or “Building Strong Christians”
This essay compares two curricular treatments of the Holocaust, one that resulted from a full-semester, 10th grade elective course taught at a public high school, the second constructed through a quarter-long, 8th grade unit taught at a charismatic, evangelical, fundamentalist Christian private school. In brief, the study examines the Holocaust's radically different uses, the narrowing of Holocaust memory and its confinement to Christological ter…
Holocaust education in transition from live to virtual survivor testimony
This article explores the pedagogical challenges and ethical dilemmas related to the use of Virtual Interactive Holocaust Survivor Testimony (VIHST) in place of live survivor testimony. The National Holocaust Centre and Museum (UK) uses 3D interactive digital as an attempt to replicate the meaningful learning experiences of listening to a live survivor. Data was collected through interviews with survivors and museum staff. Key findings include ho…
Fundamentally 9/11
This study examines the production of religious collective memory at a fundamentalist Christian school. By depicting in rich detail what happened on September 11, 2001, in one eighth‐grade classroom and how the events of that day were discussed in the weeks that followed, the article reveals the processes wherein the attacks were subsumed into an overarching narrative attesting to God’s control over history. After analyzing the implications of th…
Donning Wigs, Divining Feelings, and Other Dilemmas of Doing Research in Devoutly Religious Contexts
By juxtaposing the experiences of conducting research at two schools, one a Charismatic, evangelical, fundamentalist Christian school, the other, an ultra-orthodox Hasidic Jewish girls' school, the author discusses prevailing notions of subjectivity, arguing that postmodern and postpositivistic models of subjectivity apply, but that their applications are best imagined as profoundly context driven
In the Aftermath of Act 10
Act 10, the 2011 legislative ruling in Wisconsin that reduced public-sector unions' collective bargaining power, provides a descriptive case study to examine what happens to teachers when collective bargaining disappears. Analysis of interviews with social studies teachers (n = 26) from a stratified random sample of 13 districts shows that the most salient changes for teachers post-Act 10 include increased workloads, reduced pay and benefits, dec…
Rejoinder to Miriam Ben-Peretz
I would like to thank Miriam Ben-Peretz for her thorough and thought-provoking response to my article, “Simulating Survival. ” Especially in light of her personal experiences as a refugee from Hitler’s Germany, I was impressed by her ability to judge my narrative with even-handed precision and to render clear-headed critiques. I don’t mean to imply that eyewit-nesses to events are unreliable judges of them, only that the gulf between lived histor…
Simulating Survival
Fundamentally 9/11
This study examines the production of religious collective memory at a fundamentalist Christian school. By depicting in rich detail what happened on September 11, 2001, in one eighth‐grade classroom and how the events of that day were discussed in the weeks that followed, the article reveals the processes wherein the attacks were subsumed into an overarching narrative attesting to God’s control over history. After analyzing the implications of th…
Breaking Down Barriers” or “Building Strong Christians”
This essay compares two curricular treatments of the Holocaust, one that resulted from a full-semester, 10th grade elective course taught at a public high school, the second constructed through a quarter-long, 8th grade unit taught at a charismatic, evangelical, fundamentalist Christian private school. In brief, the study examines the Holocaust's radically different uses, the narrowing of Holocaust memory and its confinement to Christological ter…
Donning Wigs, Divining Feelings, and Other Dilemmas of Doing Research in Devoutly Religious Contexts
By juxtaposing the experiences of conducting research at two schools, one a Charismatic, evangelical, fundamentalist Christian school, the other, an ultra-orthodox Hasidic Jewish girls' school, the author discusses prevailing notions of subjectivity, arguing that postmodern and postpositivistic models of subjectivity apply, but that their applications are best imagined as profoundly context driven
Teaching Through Turmoil
The protests against the Budget Repair Bill in Wisconsin during the spring of 2011 provide a powerful moment in which to examine social studies teachers’ curricular, pedagogic, and personal political decisions in the context of a local, controversial current event. We engaged 7 middle and high school social studies teachers from small and large, liberal and conservative communities who participated in the protests in in-depth, semi-structured int…
In the Aftermath of Act 10
Act 10, the 2011 legislative ruling in Wisconsin that reduced public-sector unions' collective bargaining power, provides a descriptive case study to examine what happens to teachers when collective bargaining disappears. Analysis of interviews with social studies teachers (n = 26) from a stratified random sample of 13 districts shows that the most salient changes for teachers post-Act 10 include increased workloads, reduced pay and benefits, dec…
Holocaust education in transition from live to virtual survivor testimony
This article explores the pedagogical challenges and ethical dilemmas related to the use of Virtual Interactive Holocaust Survivor Testimony (VIHST) in place of live survivor testimony. The National Holocaust Centre and Museum (UK) uses 3D interactive digital as an attempt to replicate the meaningful learning experiences of listening to a live survivor. Data was collected through interviews with survivors and museum staff. Key findings include ho…
Sociology (8 works) · Educator Training and Historical Pedagogy (6 works) · Law (6 works) · Law (6 works) · Political science (6 works) · Psychology (6 works) · History (4 works) · History (4 works) · Memory, Trauma, and Commemoration (4 works) · Pedagogy (4 works)