Psst… Check out my latest post over on Active History! Here’s a sneak peak:
Learning and teaching history is hard work. The physical, mental, and emotional toll can be high, for both educators and learners. This is especially the case when it comes to traumatic histories. For educators, it is difficult to balance the desire to make an emotional impact on your students without inflicting (further) trauma. For learners, it is difficult to balance curiosity with respect. We are often implored to “never forget,” but we seldom take a moment to talk about what and how we are supposed to remember.
All of us come to the field of history from different backgrounds, and the ways in which we interact with history as educators and learners are shaped by these early experiences. But, with certain exceptions, it remains rare for anyone to talk about this, especially when it comes to teaching. So in this blog post, I wanted to take the opportunity to talk about my personal experiences learning and teaching about traumatic histories and specifically how my experiences as a Jewish-Canadian woman who was taught about the Holocaust as a child shaped my approach to teaching first-year university students about residential schools.
To read the rest of this post, go here.