Holocaust literature is now widely taught in the university classroom, yet developments across and beyond Holocaust Studies require new pedagogical approaches and frameworks. Recent insights into the canonization and circulation of Holocaust literature from historiography, postcolonial studies, gender studies, memory studies, and translation studies prompt new questions regarding the teaching of Holocaust literature: How can the complexity and diversity of Holocaust literature be made available to students when a canon has solidified over the years? How can students who have access only to translated texts or to texts written in a single language grasp the intrinsically multilingual nature of Holocaust literature? How can instructors draw attention to the diverse languages and geographies of Holocaust experience?
New Approaches to Teaching Holocaust Literature will explore these and other questions through chapters that focus on pedagogical approaches and strategies. The volume is intended to serve as a valuable pedagogical tool for university-level instructors teaching Holocaust literature in both major-specific and broad-based liberal arts courses.