A colloquium series funded by the National Endowment for the Humanities explored complicity and collaboration during the Holocaust at a community college in New York. Student reactions to this theme were explored to measure their understanding of this atrocity. Twenty-three student participants of this colloquium submitted to in-depth, in-person interviews. A descriptive qualitative process enabled the researcher to identify specific themes that emerged regarding student growth. Student reflections explore the extent to which Holocaust education enables transformational learning at the college level, specifically in this case by exploring bystander behavior. Challenges of Holocaust education may be confronted by developing a focus for students to use as a framework. Results suggest a framework facilitates student growth and enrichment. This study is a reflection on practice regarding exposure to the Holocaust in higher education and its potential to stimulate transformation.

中文翻译：

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共谋与合作主题视角下大学生对大屠杀教育的反应

由国家人文基金会资助的系列座谈会探讨了纽约社区大学大屠杀期间的共谋和合作。探究了学生对这一主题的反应，以衡量他们对这种暴行的理解。本次座谈会的 23 名学生参与者提交了深入的面对面访谈。描述性定性过程使研究人员能够确定出现的有关学生成长的特定主题。学生反思探索了大屠杀教育在多大程度上促进了大学层面的转型学习，特别是在这种情况下，通过探索旁观者的行为。大屠杀教育的挑战可能会通过为学生制定一个重点作为框架来应对。结果表明，一个框架促进了学生的成长和充实。