Howard Tinberg – författare

Classroom study of the Holocaust evokes strong emotions in teachers and students. Teaching, Learning, and the Holocaust assesses challenges and approaches to teaching about the Holocaust through history and literature. Howard Tinberg and Ronald Weisberger apply methods and insights of the Scholarship of Teaching and Learning to examine issues in interdisciplinary teaching, with a focus on the community college setting. They discuss student learning and teacher effectiveness and offer guidance for teaching courses on the Holocaust, with relevance for other contexts involving trauma and atrocity.

Classroom study of the Holocaust evokes strong emotions in teachers and students. Teaching, Learning, and the Holocaust assesses challenges and approaches to teaching about the Holocaust through history and literature. Howard Tinberg and Ronald Weisberger apply methods and insights of the Scholarship of Teaching and Learning to examine issues in interdisciplinary teaching, with a focus on the community college setting. They discuss student learning and teacher effectiveness and offer guidance for teaching courses on the Holocaust, with relevance for other contexts involving trauma and atrocity.

We have developed this volume, Deep Reading, Deep Learning, as a companion to our 2017 NCTE book, Deep Reading: Teaching Reading in the Writing Classroom, which received the CCCC Outstanding Book Award in 2019 for Best Edited Collection. In this volume we address a range of social, ethical, and pedagogical issues that have emerged as essential concerns for teachers of reading and writing, especially those related to identity, culture, and positionality. This new volume emphasizes the broad question of equity and social justice in the acquisition and practice of literacy, and the multifaceted lived reality of positionality related to race, class, gender, disability, and language as experienced by students in the classroom.

We have developed this volume, Deep Reading, Deep Learning, as a companion to our 2017 NCTE book, Deep Reading: Teaching Reading in the Writing Classroom, which received the CCCC Outstanding Book Award in 2019 for Best Edited Collection. In this volume we address a range of social, ethical, and pedagogical issues that have emerged as essential concerns for teachers of reading and writing, especially those related to identity, culture, and positionality. This new volume emphasizes the broad question of equity and social justice in the acquisition and practice of literacy, and the multifaceted lived reality of positionality related to race, class, gender, disability, and language as experienced by students in the classroom.