Roger I. Simon teaches at the Ontario Institute for Studies in Education at the University of Toronto. He has written extensively in the area of critical pedagogy and cultural studies and is the author of Teaching Against the Grain: Texts for a Pedagogy of Possibility.Sharon Rosenberg is assistant professor at York University in Toronto, where she teaches in the School of Women's Studies. Her scholarly work attends to questions of feminist remembrance practice in the wake of ongoing traumatic violences against women.Claudia Eppert recently completed her doctoral disseration at the Ontario Institute for Studies in Education/ University of Toronto. Her work focuses on the ethico-pedagogical possibilities for a responsive/responsible practice of reading contemporary literature of historical witness.

This is a book that is at once masterful, disturbing, and passionate. The scholarship is meticulous and the analysis penetrating and insightful. The writers challenge us all to confront the enormity of evil as well as to celebrate the profoundly human impulse for redemption.

• Chapter 1 Introduction: Between Hope and Despair: The Pedagogical Encounter of Historical RememberanceChapter 2 1 The Paradoxical Practice of Zakhor: “Memories of That Which Has Never My Fault”Chapter 3 2 If the Story Cannot End: Deferred Action, Ambivalence and Difficult KnowledgeChapter 4 3 Anxiety and Contact in Attending to a Play about LandminesChapter 5 4 Standing in a Circle of Stone: Rupturing the Binds of Emblamatic MemoryChapter 6 5 Never to Forget: Pedagogical Memory and Second Generation WitnessChapter 7 6 Artifactual Testimonies and the Staging of Holocaust MemoriesChapter 8 7 Pedagogy and Trauma: The Middle Passage, Slavery, and the Problem of CreolizationChapter 9 8 Loss in Present Terms: Reading the Limits of Post-dictatorship Argentina's National ConciliationChapter 10 9 Beyond Reconciliation: Memory and Allerity in Post-Genocide RwandaChapter 11 10 Re-Learning Questions: Responses to the Ethical Address of the Past and Present of OthersChapter 12 BibliographyChapter 13 IndexChapter 14 About the Editors and Contributors

Roger I. Simon teaches at the Ontario Institute for Studies in Education at the University of Toronto. He has written extensively in the area of critical pedagogy and cultural studies and is the author of Teaching Against the Grain: Texts for a Pedagogy of Possibility.Sharon Rosenberg is assistant professor at York University in Toronto, where she teaches in the School of Women's Studies. Her scholarly work attends to questions of feminist remembrance practice in the wake of ongoing traumatic violences against women.Claudia Eppert recently completed her doctoral disseration at the Ontario Institute for Studies in Education/ University of Toronto. Her work focuses on the ethico-pedagogical possibilities for a responsive/responsible practice of reading contemporary literature of historical witness.

This is a book that is at once masterful, disturbing, and passionate. The scholarship is meticulous and the analysis penetrating and insightful. The writers challenge us all to confront the enormity of evil as well as to celebrate the profoundly human impulse for redemption.

• Chapter 1 Introduction: Between Hope and Despair: The Pedagogical Encounter of Historical RememberanceChapter 2 1 The Paradoxical Practice of Zakhor: “Memories of That Which Has Never My Fault”Chapter 3 2 If the Story Cannot End: Deferred Action, Ambivalence and Difficult KnowledgeChapter 4 3 Anxiety and Contact in Attending to a Play about LandminesChapter 5 4 Standing in a Circle of Stone: Rupturing the Binds of Emblamatic MemoryChapter 6 5 Never to Forget: Pedagogical Memory and Second Generation WitnessChapter 7 6 Artifactual Testimonies and the Staging of Holocaust MemoriesChapter 8 7 Pedagogy and Trauma: The Middle Passage, Slavery, and the Problem of CreolizationChapter 9 8 Loss in Present Terms: Reading the Limits of Post-dictatorship Argentina's National ConciliationChapter 10 9 Beyond Reconciliation: Memory and Allerity in Post-Genocide RwandaChapter 11 10 Re-Learning Questions: Responses to the Ethical Address of the Past and Present of OthersChapter 12 BibliographyChapter 13 IndexChapter 14 About the Editors and Contributors

Roger I. Simon teaches at the Ontario Institute for Studies in Education at the University of Toronto. He has written extensively in the area of critical pedagogy and cultural studies and is the author of Teaching Against the Grain: Texts for a Pedagogy of Possibility.Sharon Rosenberg is assistant professor at York University in Toronto, where she teaches in the School of Women's Studies. Her scholarly work attends to questions of feminist remembrance practice in the wake of ongoing traumatic violences against women.Claudia Eppert recently completed her doctoral disseration at the Ontario Institute for Studies in Education/ University of Toronto. Her work focuses on the ethico-pedagogical possibilities for a responsive/responsible practice of reading contemporary literature of historical witness.

This is a book that is at once masterful, disturbing, and passionate. The scholarship is meticulous and the analysis penetrating and insightful. The writers challenge us all to confront the enormity of evil as well as to celebrate the profoundly human impulse for redemption.

• Chapter 1 Introduction: Between Hope and Despair: The Pedagogical Encounter of Historical RememberanceChapter 2 1 The Paradoxical Practice of Zakhor: “Memories of That Which Has Never My Fault”Chapter 3 2 If the Story Cannot End: Deferred Action, Ambivalence and Difficult KnowledgeChapter 4 3 Anxiety and Contact in Attending to a Play about LandminesChapter 5 4 Standing in a Circle of Stone: Rupturing the Binds of Emblamatic MemoryChapter 6 5 Never to Forget: Pedagogical Memory and Second Generation WitnessChapter 7 6 Artifactual Testimonies and the Staging of Holocaust MemoriesChapter 8 7 Pedagogy and Trauma: The Middle Passage, Slavery, and the Problem of CreolizationChapter 9 8 Loss in Present Terms: Reading the Limits of Post-dictatorship Argentina's National ConciliationChapter 10 9 Beyond Reconciliation: Memory and Allerity in Post-Genocide RwandaChapter 11 10 Re-Learning Questions: Responses to the Ethical Address of the Past and Present of OthersChapter 12 BibliographyChapter 13 IndexChapter 14 About the Editors and Contributors