Teaching Trauma Without Traumatizing
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Abstract
Holocaust education is as vital as it is global in scope. However, museums cannot simply present the uninterpreted, vivid trauma of the Holocaust to young children. This challenge is then further complicated as museums must make the learning enjoyable enough that children want to learn it—a seemingly impossible task. To avoid Holocaust fatigue or traumatizing young audiences, I suggest here a triad model with which museum professionals should engage to create a meaningful and educational Holocaust exhibit for children. The triad model is based on participant agency, authenticity, and personal connection and can be seen in examples worldwide. In this article, I will focus on three main exemplars and specifically outline how they include each element of the proposed triad conceptual model in their exhibitions. To further illustrate its importance, I will close with a brief direct comparison to one recent Holocaust exhibit that does not engage fully with all the elements of the triad model and thus is a missed opportunity for youth participants.