Shoah-Themed Literature and Art as a Starting Point for Building Children´s Identity

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F25%3A73631585" target="_blank" >RIV/61989592:15410/25:73631585 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/journal/10583" target="_blank" >https://link.springer.com/journal/10583</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s10583-025-09636-9" target="_blank" >10.1007/s10583-025-09636-9</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Shoah-Themed Literature and Art as a Starting Point for Building Children´s Identity

Popis výsledku v původním jazyce

This paper examines how authentic works created by boys imprisoned in the Terezín ghetto can function as didactic resources for introducing primary school pupils to the Shoah. Using narrative content analysis and visual interpretation, it focuses on three contributions to the secret magazine Vedem: Jiří Bruml’s short story Fate, Petr Ginz’s poem The Fool, and Ginz’s drawing Moon Landscape. Fate deploys humour and satire to expose the collapse of social hierarchies and to reflect everyday struggles for survival; The Fool traces a shift in values as youthful ideals give way to the pragmatics of endurance, articulated through irony and absurd imagery; Moon Landscape, though outwardly science-fictional, fuses imaginative escape with coded testimony to fear and insecurity. Taken together, these testimonies show how children’s cultural production mediated trauma, resilience, and identity formation. When ethically and age-appropriately scaffolded - through guided discussion, creative writing, art-based tasks, and exploration of the digitized Vedem archive - such materials help pupils form personal connections to historical peers while cultivating empathy, critical reflection, and ethical awareness. The study thus argues that children’s literature and art from Terezín serve not only as historical documentation but also as potent tools for nurturing identity, resilience, and civic responsibility in contemporary classrooms.

Název v anglickém jazyce

Shoah-Themed Literature and Art as a Starting Point for Building Children´s Identity

Popis výsledku anglicky

This paper examines how authentic works created by boys imprisoned in the Terezín ghetto can function as didactic resources for introducing primary school pupils to the Shoah. Using narrative content analysis and visual interpretation, it focuses on three contributions to the secret magazine Vedem: Jiří Bruml’s short story Fate, Petr Ginz’s poem The Fool, and Ginz’s drawing Moon Landscape. Fate deploys humour and satire to expose the collapse of social hierarchies and to reflect everyday struggles for survival; The Fool traces a shift in values as youthful ideals give way to the pragmatics of endurance, articulated through irony and absurd imagery; Moon Landscape, though outwardly science-fictional, fuses imaginative escape with coded testimony to fear and insecurity. Taken together, these testimonies show how children’s cultural production mediated trauma, resilience, and identity formation. When ethically and age-appropriately scaffolded - through guided discussion, creative writing, art-based tasks, and exploration of the digitized Vedem archive - such materials help pupils form personal connections to historical peers while cultivating empathy, critical reflection, and ethical awareness. The study thus argues that children’s literature and art from Terezín serve not only as historical documentation but also as potent tools for nurturing identity, resilience, and civic responsibility in contemporary classrooms.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

60205 - Literary theory

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

CHILDRENS LITERATURE IN EDUCATION

ISSN

0045-6713

e-ISSN

1573-1693

Svazek periodika

2025

Číslo periodika v rámci svazku

05 October 2025

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

15

Strana od-do

"online"

Kód UT WoS článku

001586540000001

EID výsledku v databázi Scopus

2-s2.0-105017903351