ABSTRACT
This chapter focuses on out-of-school literacy provided by a non-profit organization, CANDLES (Children of Auschwitz Nazi Deadly Lab Experiments Survivors) Holocaust museum, at Terre Haute, Indiana. Using the methodology of walking interview, I sought to investigate the literacy practices in this six-exhibit museum and the works of literacy used to educate the community on Holocaust. On three of my visits, I collected field notes, photographic data of the exhibits, promotional fliers, social media postings and video-recording of activities that occurred at the site. Findings from the study revealed that the museum deployed the literacy practices of storytelling, writing, and social questioning. Factual information, historical personal narratives and spaces for expressing solidarity, support and advocacy at the museum facilitated the pedagogic work of illuminating the world – creating awareness on past atrocities and encouraging participation for social transformation.
