On teaching Holocaust geographies: supporting inquiry into space, persecution and civic action

Abstract

Purpose

In this article, the authors – a social studies methods professor and geography research associate – make the case for considering the integration of Holocaust geographies into the middle and secondary curriculum, potential challenges that teachers may have in teaching Holocaust geographies are addressed.

Design/methodology/approach

Using an experience in delivering professional development on Holocaust geographies to teachers to frame the discourse within the article, the authors contend that a study of Holocaust geographies tests geography as a discipline, addresses current problems and supports student inquiry. Therefore, the inclusion of the Holocaust in the geography curriculum is both needed and valuable.

Findings

Examining the Holocaust spatially using geographical skills moves students away from the potential limits of studying the Holocaust temporally using only historical skills. Thus, the distance between past and present, although not ignored, is narrowed through the inquiry into spatial patterns and characteristics, providing the potential to bring greater focus on present-day antisemitism, persecution, genocide and authoritarianism.

Originality/value

Educators are encouraged to take up work that intersects the civic goals of both geography and Holocaust education, yet literature on these intersections is sparse. We call upon Holocaust education and geography education organizations to develop and provide support for teachers around Holocaust geographies.

Citation

Eargle, J.C. and Mewborne, M. (2024), "On teaching Holocaust geographies: supporting inquiry into space, persecution and civic action", Social Studies Research and Practice, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/SSRP-03-2024-0016