‘Catching glimpses of disciplinary understanding’: Collaborative teaching, learning, and inquiry (A review of Teaching, Learning, and the Holocaust: An Integrative Approach)

Authors

  • Huang Hoon Chng National University of Singapore

DOI:

https://doi.org/10.20343/teachlearninqu.2.2.3

Abstract

A review of Teaching, Learning, and the Holocaust: An Integrative Approach.

Author Biography

  • Huang Hoon Chng, National University of Singapore
    Chng Huang Hoon is Associate Provost (Undergraduate Education) and an Associate Professor in the Department of English Language and Literature, National University of Singapore.

References

Chng, H. H. (2014). On "empathy’s end": Teaching and learning as a journey in transformation. [Review of the book Teaching, learning, and the Holocaust: An integrative approach, by H. Tinberg & R. Weisberger]. Asian Journal of the Scholarship of Teaching and Learning, 4(2), 130-136.

Messer-Davidow, Ellen, David R. Shumway, and David J. Sylvan (1993, eds.), Knowledges: Historical and Classical Studies in Disciplinarity, Charlottesville: UP of Virginia.

Shulman, Lee S (1999), “Taking Learning Seriously”, Change, July/August 1999, Volume 31, Number 4, pp. 10-17. Retrieved from http://www.carnegiefoundation.org/elibrary/taking-learning-seriously.

Tinberg, Howard, & Weisberger, Ronald. (2014). Teaching, Learning, and the Holocaust: An Integrative Approach. Bloomington: Indiana University Press.

Downloads

Published

2014-09-01

Issue

Vol. 2 No. 2 (2014): Teaching & Learning Inquiry

Section

Articles

How to Cite

“‘Catching Glimpses of Disciplinary understanding’: Collaborative Teaching, Learning, and Inquiry (A Review of Teaching, Learning, and the Holocaust: An Integrative Approach)”. 2014. Teaching and Learning Inquiry 2 (2): 3-8. https://doi.org/10.20343/teachlearninqu.2.2.3.