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Suggests these modern narratives can support nuanced dialogue and counter students’ tendency toward insularity while helping craft meaningful shared yet distinct Holocaust 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is the paper’s main argument about using graphic novels in Holocaust classes?","Question",{"text":61,"@type":62},"It argues that Modan’s and Krug’s graphic novels can give Jewish students meaningful examples of non-Jews relating to the Holocaust in ways that go beyond denial or pity, shaping how students think about the Holocaust.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"Why does the author say this type of education is especially significant now?",{"text":66,"@type":62},"The author links its significance to converging factors: rising global anti-Semitism, widespread inclusion of Holocaust study in Jewish day school curricula, and an emphasis on teaching righteous non-Jews who saved Jews’ lives.",{"name":68,"@type":59,"acceptedAnswer":69},"What effects does the author expect from introducing modern non-Jewish examples?",{"text":70,"@type":62},"Including modern examples is expected to help counter insularity and enable a more thoughtful, nuanced dialogue about how non-Jews 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2019\u003Cbr>Bridging the Divide through Graphic Novels: Teaching non-Jews’ Holocaust Narratives to Jewish Students\u003Cbr>Matt Reingold\u003Cbr>TanenbaumCHAT, [matt.reingold@gmail.com](matt.reingold@gmail.com)\u003Cbr>Follow this and additional works at: [https://digitalcommons.unl.edu/sane](https://digitalcommons.unl.edu/sane)\u003Cbr> Part of the Comparative Literature Commons, Curriculum and Instruction Commons, Educational Methods Commons, Holocaust and Genocide Studies Commons, Illustration C~~ommons~~Commons,, I~~n~~t~~e~~anddi~~s~~he~~c~~iV~~p~~li~~n~~isua~~a~~l~~ry~~StAud~~r~~t~~s~~ies~~an~~Cd~~ ~~Momm~~e~~di~~a~~onsC~~ommons~~, Jewish Studies Commons, Religion |  |\n\nRecommended Citation  \nReingold, Matt (2019) \"Bridging the Divide through Graphic Novels: Teaching non-Jews’ Holocaust Narratives to Jewish Students,\"SANE journal: Sequential Art Narrative in Education: Vol. 2 : Iss. 4 , Article 3.  \nAvailable at: [https://digitalcommons.unl.edu/sane/vol2/iss4/3](https://digitalcommons.unl.edu/sane/vol2/iss4/3)  \nThis Article is brought to you for free and open access by DigitalCommons@University of Nebraska-Lincoln. It has been accepted for inclusion in SANE journal: Sequential Art Narrative in Education by an authorized administrator of DigitalCommons@University of Nebraska-Lincoln.  \nReingold: Bridging the Divide  \nBridging the Divide through Graphic Novels: Teaching non-Jews’ Holocaust Narratives to  \nJewish Students  \nIn the following paper I argue that the inclusion of Rutu Modan’s graphic novel The Property and Nora Krug’s graphic novel Belonging into Holocaust classes in Jewish schools can introduce Jewish students examples of non-Jews relating to the Holocaust in ways that move beyond familiar tropes of either denial or pity and through this, powerfully affect the way they think about the Holocaust. Modan and Krug show how the Holocaust continues to reverberate  \ntoday and impacts non-Jews, even if it was not their personal tragedy. The significance of  \nincluding this type of education in Jewish day schools emerges as a result of a confluence of  \nfactors that are relevant to contemporary Jewish students. The rise in global anti-Semitism, the  \ninclusion of the Holocaust as part of almost all Jewish day school curricula, and an emphasis  \nwithin that curricula on teaching about righteous non-Jews who saved Jews’ lives, necessitates  \nintroducing contemporary Jewish students to examples of non-Jews who think deeply,  \npassionately, and concernedly about the legacy of the Holocaust. Including modern examples of  \nnon-Jews like those in Krug’s and Modan’s works can help to combat the natural tendency of  \nJewish students to become insular and instead lead to a more thoughtful and nuanced dialogue  \nabout the ways that non-Jews should engage with Holocaust commemoration. The two graphic  \nnovels provide a new way of thinking about how Holocaust education can be meaningful to  \nJewish students by showing non-Jews who actively work towards making meaning of the past  \nand who work alongside Jews to craft a new and shared – yet different-narrative about the past,  \nwhile hopefully forging a path together for a different future.  \nOver the past decade, Jewish students do not need to look far in order to see that antiSemitism remains a pernicious and pervasive presence in Western society. In 2019, Tel Aviv University published a study that showed a 13% increase in global anti-Semitic incidents from the previous year (cited in ‘Anti-Semitic attacks ’ 2019) . More alarming than the increase,  \nhowever, was the report’s conclusion that ‘anti-Semitism is no longer an issue confined to the  \nactivity of the far left, far right and radical Islamists triangle – it has mainstreamed and became  \nan integral part of life’ (cited in ‘Anti-Semitic attacks ’ 2019) . Recent anti-Semitic incidents have  \nincluded synagogue shootings in the Unite","cbCaia6FXjOcPqF8","https://ap.wps.com/l/cbCaia6FXjOcPqF8","pdf",272815,14,"English","# Bridging the Divide through Graphic Novels\n## Holocaust narratives and Jewish schooling\n## Context: rising anti-Semitism in Western society\n## Policy, nationalism, and reframing Holocaust memory","[{\"question\":\"What is the paper’s main argument about using graphic novels in Holocaust classes?\",\"answer\":\"It argues that Modan’s and Krug’s graphic novels can give Jewish students meaningful examples of non-Jews relating to the Holocaust in ways that go beyond denial or pity, shaping how students think about the Holocaust.\"},{\"question\":\"Why does the author say this type of education is especially significant now?\",\"answer\":\"The author links its significance to converging factors: rising global anti-Semitism, widespread inclusion of Holocaust study in Jewish day school curricula, and an emphasis on teaching righteous non-Jews who saved Jews’ lives.\"},{\"question\":\"What effects does the author expect from introducing modern non-Jewish examples?\",\"answer\":\"Including modern examples is expected to help counter insularity and enable a more thoughtful, nuanced dialogue about how non-Jews should engage with Holocaust commemoration.\"}]","SANE journal: Sequential Art Narrative in Education - Vol. 2 - Article 3 | PDF",22]