Social Studies Research and Practice
Volume 4, Number 2, Summer 2009
The Examination of Pedagogical Approaches to Teaching Controversial Public Issues: Explicitly the Teaching of the Holocaust and Comparative Genocide
Robert A. Waterson
West Virginia University
This study reflects an examination of four teachers and their approaches to teaching the Holocaust and comparative genocide. The purpose was to address four succinct research questions following a conceptual framework that emerged around these teachers’ rationale, methodology, preparation, and characteristics. Analysis of the results allowed for the emergence of six themes: (a) citizenship, (b) curriculum and design, (c) teaching pedagogy, (d) influence of modeling, (e) neoteny, and (f) life-altering experiences.
About the Author(s)…
Robert A. Waterson is an Assistant Professor at the College of Human Resources and Education at West Virginia University. He teaches social studies methods, classroom management, current issues in education, and supervises preservice students. His research interests include civic education, social studies curriculum, democratic education, and pedagogical approaches to teaching.
Contact Information: West Virginia University, 604B Allen Hall, Morgantown, WV 26506; Email: email@example.com