In this book, Morris explores the intersection of curriculum studies, Holocaust studies, and psychoanalysis, using the Holocaust to raise issues of memory and representation. Arguing that memory is the larger category under which history is subsumed, she examines the ways in which the Holocaust is represented in texts written by historians and by novelists. For both, psychological transference, repression, denial, projection, and reversal contribute heavily to shaping personal memories, and may therefore determine the ways in which they construct the past. The way the Holocaust is represented in curricula is the way it is remembered. Interrogations of this memory are crucial to our understandings of who we are in today's world. The subject of this text--how this memory is represented and how the process of remembering it is taught--is thus central to education today.

chapter 1|22 pages

Curriculum Theory and the Holocaust

chapter 2|30 pages

A Psychoanalytic Hermeneutic

chapter 4|32 pages

Memory and History

chapter 5|41 pages

Memory Text of Holocaust Histories

chapter 6|34 pages

Memory Text of Holocaust Novels

chapter 7|23 pages

Under the Sign of a Dystopic Curriculum