Teaching with images

Opportunities and pitfalls for Holocaust education

Datos Bibliográficos

ID12904142
AutoresMaiken Umbach (0000-0001-6860-2102, University of Nottingham, autor de correspondencia), Gary Mills (University of Nottingham)
Año2023
Volumen30
Número1
Páginas47-65
Fecha de publicación2023-09-07
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaHolocaust Studies (JOURNAL)
Identificadores de la revistaISSN: 1750-4902 • E-ISSN: 2048-4887
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17504902.2023.2249296
OpenAlexW4386498080
IdiomaEN
Citas recibidas4
Referencias citadas31

Based on a sample of the most commonly used textbooks and online teaching resources, we find that photos play a central but deeply problematic role in Holocaust education in the UK. The impact of photos on a generation of ‘primarily visual learners’ is significant. But an over-reliance on a set of problematic stock photos, inadequate or erroneous captioning, and a lack of prompts for a critical analysis of photos create problems. Their combined effect can adversely affect understandings of this difficult history, and limit the development of visual literacy skills required for tackling contemporary misinformation and visual indoctrination

Affect (linguistics · Computer security · Indoctrination · Misinformation · Pedagogy · Political science · Sample (material · Set (abstract data type · Sociology · The Holocaust · Visual Literacy · Computer Science · Law · Memory, Trauma, and Commemoration · Museums and Cultural Heritage · Psychology