scholarly journals ‘We too find it difficult’: A consideration of site-based Holocaust education as emotional labour

2021 ◽  
Vol 18 (2) ◽  
Author(s):  
Alasdair Richardson
Keyword(s):  
Emotional Support ◽  
Teaching And Learning ◽  
Emotion Work ◽  
Support Network ◽  
Complex Interplay ◽  
Holocaust Education ◽  
Emotional Labour ◽  
The Holocaust ◽  
Work Done

Among the growing body of literature concerning teaching and learning about the Holocaust, very little research has explored the experiences of teachers from an emotional perspective. This study considers the emotion work done by educators who are teaching about the Holocaust at the site of Auschwitz-Birkenau. Through the lens of ‘emotional labour’, the study explores how the educators articulate their emotion work, and how they manage their emotions in situ. The findings reveal a complex interplay of emotion work and self-preservation that results in educators variously altering the extent to which they are ‘present’ and how they choose to withdraw themselves emotionally from certain exhibits or spaces at the museum. The study also reveals the benefits of the informal emotional support network that exists between the educators, as well as the various routines they adopt to help them manage their emotion work. It is argued that the findings of this paper highlight a need for further research into how teachers teach about emotionally difficult histories such as this, in similar and more diverse contexts.

scholarly journals On open questions in Holocaust education

2021 ◽  
Vol 34 (3) ◽  
pp. 135-152
Author(s):  
Danilo Kovač
Keyword(s):  
Teaching And Learning ◽  
Causal Analysis ◽  
Controversial Issues ◽  
Abstract Concepts ◽  
Holocaust Education ◽  
Open Questions ◽  
The Holocaust ◽  
Teaching Interventions

Even though recent decades have borne witness to an increased educational interest in teaching the Holocaust, academic stances on why the topic should be taught still vary significantly. The aim of this paper is to present teaching interventions that would help educators to navigate through one of the most important open questions in Holocaust education: the question of aims. Three Holocaust-related teaching interventions, which themselves use open questions as the basis for teaching and learning, are presented and analysed. The open questions, as the background, allow the educators to simultaneously shift between various teaching aims. The interventions addressing the question of heroes, victims and bystanders, causal analysis of the Holocaust, and the responsibility of the Allies for the escalation of the Holocaust, are arranged in such a way so as to lead students from their day-today knowledge, through historical concepts, finally ending up addressing more abstract concepts. The analysis draws on literature related to both Holocaust education and the teaching of controversial issues, and covers a range of topics; from practical to more philosophical.

zy prawda nas wyzwoli? Przełamywanie oporu psychologicznego w przyjmowaniu wiedzy o Zagładzie

2014 ◽  
pp. 803-822
Author(s):  
Marta Witkowska ◽  
Piotr Forecki
Keyword(s):  
Psychological Research ◽  
Public Knowledge ◽  
Social Psychological ◽  
Holocaust Education ◽  
Positive Group ◽  
Nazi Occupation ◽  
The Social ◽  
The Holocaust ◽  
Survey Results ◽  
Social Psychological Research

The introduction of the programs on Holocaust education in Poland and a broader debate on the transgressions of Poles against the Jews have not led to desired improvement in public knowledge on these historical events. A comparison of survey results from the last two decades (Bilewicz, Winiewski, Radzik, 2012) illustrates mounting ignorance: the number of Poles who acknowledge that the highest number of victims of the Nazi occupation period was Jewish systematically decreases, while the number of those who think that the highest number of victims of the wartime period was ethnically Polish, increases. Insights from the social psychological research allow to explain the psychological foundations of this resistance to acknowledge the facts about the Holocaust, and indicate the need for positive group identity as a crucial factor preventing people from recognizing such a threatening historical information. In this paper we will provide knowledge about the ways to overcome this resistance-through-denial. Implementation of such measures could allow people to accept responsibility for the misdeeds committed by their ancestors.

An exploratory study into organizational repatriates’ emotional support network

2017 ◽  
Vol 24 (4) ◽  
pp. 645-668 ◽  
Author(s):  
Lore Van Gorp ◽  
Smaranda Boroş ◽  
Piet Bracke ◽  
Peter A.J. Stevens
Keyword(s):  
Emotional Support ◽  
Personal Experience ◽  
Well Being ◽  
Support Network ◽  
Support Providers ◽  
Research Attention ◽  
Content Type ◽  
Informative Characteristic ◽  
Depth Interviews ◽  
Practical Implications

Purpose The purpose of this paper is to examine how repatriates’ emotional support network affects their experience of re-entry. Design/methodology/approach This inductive, qualitative study is based on 27 semi-structured, in-depth interviews with Belgian organizational repatriates. Findings The analyses suggest that expatriation empathy is a key attribute of organizational repatriates’ main emotional support providers. In addition, the results show that although partners are a main source of emotional support on re-entry, they are also important potential causes of distress. Lastly, the results suggest that the cultural diversity of a repatriate’s emotional support network is linked with characteristics of the assignment and that it affects the experience of repatriation. Research limitations/implications The results provide empirical evidence that the expatriation empathy of repatriates’ support providers is a more informative characteristic to consider compared with whether they have personal experience of expatriation. In addition, the results suggest that research should also take into account the negative side of social support, and, for example, consider the influence of crossover distress of partners who experience relocation difficulties themselves. Practical implications This study points to the possible benefits of organizing social activities or training for repatriates and their partner and any children, as well as the advantages of encouraging expatriates to invite home-country friends to visit. Originality/value Although most scholars agree on the importance of support for expatriates’ well-being, the sources of relevant emotional support have received little research attention so far, as has how this influences the repatriation experience.

scholarly journals Gendered Emotional Support and Women’s Well-Being in a Low-Income Urban African Setting

2018 ◽  
Vol 32 (6) ◽  
pp. 837-859
Author(s):  
Sangeetha Madhavan ◽  
Shelley Clark ◽  
Yuko Hara
Keyword(s):  
Single Mothers ◽  
Low Income ◽  
Emotional Support ◽  
Living Arrangements ◽  
Gender Norms ◽  
Well Being ◽  
Single Women ◽  
Gender Composition ◽  
Support Network ◽  
Data Set

In most contexts, emotional support is crucial for the well-being of low-income single women and their children. Support from women may be especially important for single mothers because of precarious ties to their children’s fathers, the prevalence of extended matrifocal living arrangements, and gendered norms that place men as providers of financial rather than emotional support. However, in contexts marked by economic insecurity, spatial dispersion of families, and changing gender norms and kinship obligations, such an expectation may be problematic. Applying theories of emotional capital and family bargaining processes, we address three questions: What is the gender composition of emotional support that single mothers receive? How does gender composition change over time? Does the gender composition of emotional support affect the self-reported stress of single mothers? Drawing on data from a unique data set on 462 low-income single mothers and their kin from Nairobi, Kenya, we uncover three key findings. One, whereas the bulk of strong emotional support comes from female kin, about 20 percent of respondents report having male-dominant support networks. Two, nearly 30 percent of respondents report change favoring men in the composition of their emotional support over six months. Three, having a male-dominant emotional support network is associated with lower stress. These results challenge what is commonly taken for granted about gender norms and kinship obligations in non-Western contexts.

scholarly journals Genocide and Holocaust Education at Secondary Schools in Armenia

2011 ◽  
Vol 7 (1 (8)) ◽  
pp. 150-161
Author(s):  
Siranush Chubaryan
Keyword(s):  
Social Sciences ◽  
Human Rights ◽  
Civil Society ◽  
Secondary Schools ◽  
Armenian Genocide ◽  
National Program ◽  
Holocaust Education ◽  
The Holocaust

The article refers to the organization of Genocide and Holocaust Education at secondary schools in Armenia. The survey and investigation indicate the key direction of the reforms in the national program of education. Special attention is paid to reforms in the fields of social sciences, as well as human rights (including the Armenian Genocide and the Holocaust) at the secondary schools in Armenia which significantly contribute to the establishment of civil society in our country.

What lies beneath? Experiencing emotions and caring in oncology

2018 ◽  
Vol 24 (4) ◽  
pp. 348-365 ◽  
Author(s):  
WK Tim Wong ◽  
Alex Broom ◽  
Emma Kirby ◽  
Zarnie Lwin
Keyword(s):  
Clinical Outcomes ◽  
Healthcare Professionals ◽  
Clinical Knowledge ◽  
Emotional Labour ◽  
Professional Careers ◽  
Complex Emotions ◽  
Medical Oncologists ◽  
Work Done ◽  
Depth Interviews

Medical encounters – while often viewed as centred on conveying clinical knowledge – are also sites of emotion and for exerting emotional labour by healthcare professionals. The temptation to view these encounters as largely ‘technical’ – an exchange of knowledge or information – can marginalise the complex emotions often experienced by healthcare professionals, and negates the critical work done in these encounters. Drawing on in-depth interviews with 22 Australian medical oncologists, this article explores the experience and meaning of (their) emotions in medical encounters, and the manner in which emotional labour is performed by medical oncologists. Emotions, as it emerges, are central to the ‘management’ of encounters, ensuring professional sustainability and in ‘achieving’ clinical outcomes. Here, we broaden understandings of emotionality in oncological work, focusing on emotions as central to the production and enactment of professionalism, relationships and identities across professional careers. We illustrate how the performance of emotional labour reflects a dialectic between notions of ‘professionalism’ and ‘feelings’ – which in practice are co-existing and intermingling dimensions of oncology relations – manifested in the practice of ‘bounded caring’.

Tackling the emotional toll together: How journalists address harassment with connective practices

Journalism ◽  
2021 ◽  
pp. 146488492110552
Author(s):  
Anu Kantola ◽  
Anu A Harju
Keyword(s):  
Professional Identity ◽  
Community Of Practice ◽  
Emotional Support ◽  
Emotional Engagement ◽  
Practice Research ◽  
Trial And Error ◽  
Online Harassment ◽  
Emotional Labour ◽  
Mutual Engagement ◽  
Emotional Effects

In this article, we examine how journalists address and tackle online harassment by connective practices that involve joint action with peers and editors that we find are particularly effective in addressing the emotional effects of harassment. Theoretically, we bridge community of practice research with theories of emotional labour to develop a novel perspective to examine online harassment. Drawing on 22 interviews with Finnish journalists, we find three categories of connective practices that are particularly effective in tackling harassment: (1) supportive connection between the journalist and the editor; (2) shared collegial practices among peers in the newsrooms and (3) emotional engagement among peers outside the newsroom. All three categories illustrate how journalists as a community of practice develop new practices through dynamic processes innovation, improvisation, trial and error, reciprocal learning and mutual engagement. Importantly, emotional labour forms an important dimension of these practices as the journalists jointly address and tackle the emotional effects of harassment. We posit that the effectiveness of these connective practices largely stems from their ability to provide emotional support. While addressing feelings of fear, anger and shame, these shared practices also help consolidate the newly acquired knowledge and the professional identity under attack. Finally, we offer recommendations for newsrooms and journalists on how to collectively counter harassment and develop policies to address it.

Enacting Care-Ful Engagement in the (Post)Pandemic Care-Less University

2021 ◽  
pp. 169-190
Author(s):  
Deanna Grant-Smith ◽  
Ryan Payne
Keyword(s):  
Student Engagement ◽  
Educational Outcomes ◽  
Teaching And Learning ◽  
Care Ethics ◽  
Pedagogical Practices ◽  
Emotion Work ◽  
Strong Link ◽  
Strongly Connected ◽  
Learner Needs

There is a strong link between student engagement and successful educational outcomes which is driven by the actions of and interactions with educators. In the context of pandemic pedagogies, many educators have taken on additional responsibility for the wellbeing and engagement of their students. The performance of this emotion work is strongly connected to an educator's professional and philosophical stance about the role of caring in teaching and learning. Building on the principles of care ethics with autoethnographic reflection of emergency remote teaching, this chapter presents a model of student engagement which reflects the additional needs and demands of care-based education on both educators and students. This model outlines for the enactment of deliberate, sustainable, and care-ful engagement based on an assessment of learner needs as well as educator investment and contributes insights for shaping (post pandemic) pedagogical practices.

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