| |
| author |
John Joseph Hagadorn, Jr.
| | title |
The Role of the Holocaust Docent-Educator: A Guide for Those Wishing to Serve and Teach in a Holocaust Museum
| | abstract |
Museums are popular places today for people who wish to learn about culture and
history. After the Progressive Education Movement a century ago, the pedagogy and
methodology of general education infiltrated museum education departments, bringing
many progressive ideas based on John Dewey's experiential learning and inquiry
methods into the teaching practice of museum educators and docents. Museum
researchers George Hein, Joseph V. Noble and Peter Van Mensch later expanded upon
these newer teaching methods, and others were visitor centered with the goal of
extending museum services to more diverse members of the community. This project
utilizes the museum setting to observe the experiences of a Holocaust docent as a primer
for those who wish to become a docent in a Holocaust museum. Museum methodology
and pedagogy pertaining to the teaching of the Holocaust is presented and modeled in
steps from the beginning of the docent training sessions to the docent's first solo tour.
| | school |
The Caspersen School of Graduate Studies, Drew University
| | degree |
D.Litt. (2019)
|
| advisor |
Sloane Drayson-Knigge
|
| committee |
Sloane Drayson-Knigge
William B. Rogers
|
| full text | JJHagadorn.pdf |
| |
