This article reports a case analysis of a professional learning residency that supported 30 K–12 teachers in deepening their understandings of quality Holocaust and genocide education.
The residency integrated academic study of the Holocaust and other genocides with support for classroom application through inquiry-based professional learning. Thematic analysis of participants’ pre- and post-residency reflections indicated that teachers deepened their understandings of effective Holocaust and genocide education in four ways.
First, teachers gained an understanding that the goal of Holocaust and genocide education is to create citizens who advocate for human rights and actively strive to prevent genocide. Second, teachers developed an understanding of the importance of providing a safe space and promoting critical thinking. Third, teachers considered student reflection an integral aspect of Holocaust and genocide education. Fourth, teachers connected a trauma-informed approach to providing their students with processing time and breaks.
The article’s original contribution to Holocaust and genocide education is to suggest the value of short bursts of intensive professional learning, even though prior research has also strongly affirmed the importance of professional learning that is sustained over time. The article also contributes the insight that teachers can readily make the link between inquiry-based modes of professional learning and inquiry-based methods of teaching about genocide. As such, the article challenges the practice of grounding teachers’ professional learning surrounding the Holocaust primarily in trainings focused on content knowledge.
