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This study reflects an examination of four teachers and their approaches to teaching the Holocaust and comparative genocide. The purpose was to address four succinct research questions that followed a conceptual framework which emerged around these teachers’ rationale, methodology, preparation, and characteristics. Analysis of the results allowed for the emergence of six themes: (a) citizenship, (b) curriculum and design, (c) teaching pedagogy, (d) influence of modeling, (e) neoteny, and (f) life-altering experiences.

To assist rural teachers in fostering students' democratic skills and dispositions, this article examines the convergence of literature on citizenship education, rural communities, and rural education and extrapolates the challenges and possibilities of rural citizenship education for proactive democratic life. Four assertions are elicited from a review of the literature to bring about cognizance to rural citizenship education for K-12 teachers and teacher educators: (a) civic republican notions of citizenship likely dominate rural communities, but liberal citizenship discourses may offer meaningful pathways for a proactive democratic life; (b) rural individualism must be assessed for its strengths and weaknesses; (c) economic hardships can lead to political distrust, but can also become fuel for citizen empowerment; and (d) rural social norms can jeopardize educational goals, so they must be acknowledged. Each assertion is accompanied by a discussion to elucidate the assertion and make recommendations on how to utilize rural possibilities to improve citizenship education. This article contributes to context-specific citizenship instruction and, therefore, the possibility of stronger democratic relationships in rural communities.

The development of good teaching pedagogy for pre-service students is one of the major goals of university schools of education. The art of teaching is a complex process that leads to many debates and requires a consistent review of current strategies and effective practices. Equally significant is the delicate balance in the relationship between teacher and student. This essay brings to light an essential point for discussion: the role of self-reflection as viewed in the Dewey model. In reflecting on my own teaching career I was reminded that teachers teach students not only methodology and content, but also values. Such issues that are created by real world lessons may lead to deliberations regarding justice, equity, respect, and other virtues that might contribute not only to better students, but to better citizens.

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