This thesis examines how Holocaust memory in Poland is constructed and shaped through state institutions, legal frameworks, and acts of public commemoration, asking: How do Polish state institutions, memory laws, museums, and public memorial sites influence collective understanding of the Holocaust and national identity in Poland since 1989?  The research addresses a central problem–how acts of remembrance can both preserve historical truth and become a tool for shaping political identity. While many scholars have explored Holocaust education and museum interpretation, there remains a gap in understanding how policy and public memory together frame national narratives about the past. Using qualitative, historical, and discourse analysis, this research examines Poland’s 2018 memory law, museum exhibitions, programs at Auschwitz-Birkenau, the POLIN Museum of the History of Polish Jews, and the language of government and media discussions of remembrance. Through these sources, the thesis explores how collective memory is curated and debated within Poland’s evolving political landscape. This research contributes to understanding how modern states manage the balance between historical accountability and national identity, revealing how memory politics influence public values, democratic culture, and collective responsibility in remembering the Holocaust.

My first publication, in Fall 2024, Gothic Echoes: Cathedrals From the Bay Area to France, was created for Dominican University’s digital public history project, Mapping Bay Area Memory Places. In this piece, I explored the surprising architectural and cultural connections between historic Gothic cathedrals in France—such as Sainte-Chapelle and Aix Cathedral—and Grace Cathedral in San Francisco, a major example of Gothic Revival design in the United States. I examined how these sacred spaces, though separated by continents and centuries, share a common language of memory, spirituality, and community identity. Writing this project allowed me to blend historical research with visual and cultural analysis, and it taught me how to translate academic work into accessible storytelling for a public audience. This publication represents a turning point for me as a historian, giving me the confidence to pursue bigger research projects and helping me realize how architecture can bridge the past and present in powerful ways.

An article published by Dominican University of California — “Future Teacher Connects with Community, Leads with Compassion” — highlights my journey as a future educator and my deep commitment to community-centered teaching. In it, I describe how after moving to the Bay Area I was drawn to Dominican because of its values of care, inclusion, and support. My own experiences in K–12 special-education classrooms shaped my view of teaching as more than just academics — I came to see the classroom as a space where students should feel heard, valued, and understood. 

At Dominican, I pursued a major in History with a minor in Education Studies, but what really defined my path were my placements and volunteer work: first in a first-grade classroom at Sun Valley Elementary School, then in middle school at Davidson Middle School where I supported students in general-education and SPED settings, and finally through a summer teaching fellowship with Breakthrough Collaborative in Santa Fe working with 7th- to 12th-grade students. 

That article emphasizes how these experiences — rooted in social justice, equity, and compassion — shape not just my skills, but my philosophy of teaching. In the piece I talk about how the diverse demographics of Marin County and its schools reveal the need for educators who understand, respect, and reflect that diversity. I also articulate a vision for classrooms that are inclusive communities, where students’ histories, identities, and strengths are honored and supported. 

Being featured in Dominican’s news outlet for this story felt validating — like the institution recognized not just the work I’ve done, but the core values I want to carry into my career. It’s a reminder that teaching is not only about subject matter, but about building trust, community, and opportunity.