A comparative analysis of literary testimony: Teaching with Holocaust diaries and memoirs

• Published in: Die Unterrichtspraxis Vol. 57; no. 1; pp. 32 - 41
• Main Author: Painitz, Sarah
• Format: Journal Article
• Language: English
• Published: Cherry Hill American Association of Teachers of German, Inc 01.03.2024
• Subjects: Audiences; Authors; Autobiographical literature; Autobiographies; Citizen Participation; Comparative analysis; Core curriculum; Death; Diaries; English; Genocide; German Literature; Ghettos; Handwriting; Holocaust; Interculturality; Language of Instruction; Literary Devices; Literary Genres; Murders & murder attempts; Nazi era; Students; Teaching methods; Translation; Writers; Writing
• DOI: 10.1111/tger.12275
• ISSN: 0042-062X

This paper provides concrete suggestions for teaching two Holocaust testimonies, Irene Hauser's diary and Ruth Klüger's memoir Still Alive. Hauser's and Klüger's texts effectively illustrate the differences between diaries and memoirs while recounting similar experiences. Such a comparative analysis, I argue, achieves two goals: First, by comparing two different types of autobiographical texts, students gain a deeper understanding and appreciation of the complexities, contradictions, and tensions inherent in autobiographical writing, ultimately encouraging students to become more accepting of ambiguity in their learning. Second, by focusing on Holocaust testimonies, students learn about persecution, injustice, and oppression, increasing their awareness of global issues, interculturalism, and social justice. The pedagogical approach and teaching suggestions outlined here are easily adaptable and can be applied to the teaching of autobiographical writing in other thematic contexts.