Holocaust Education in the 21st Century: Curriculum, Policy and Practice

Stevick, E. Doyle; Gross, Zehavit

doi:10.1007/978-3-319-15419-0_1

Cited by 3 publications

(1 citation statement)

References 17 publications

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“…While the sample size of teachers surveyed is relatively small, it is worth noting that less than half of them reported being completely self‐taught in Holocaust education. Generalisations from this sample should be made with caution, but this finding provides a contrast to larger surveys conducted on a broader scale, which highlight that most teachers had not received any formal training or professional development specifically focused on the Holocaust (Foster, 2013; Harbaugh, 2015; Stevick & Gross, 2015). Our findings may indicate a positive shift in recent years, with educators increasingly recognising the importance of acquiring the necessary knowledge and pedagogical skills to teach effectively about the Holocaust, although various factors should be taken into account.…”

Section: Discussionmentioning

confidence: 74%

Participating in professional development programmes or learning in the wild? Understanding the learning ecologies of Holocaust educators

Manca,

Raffaghelli,

Sangrà

2023

British Educational Res J

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Holocaust education, which refers to the teaching and learning of the Holocaust—the systematic genocide of six million Jews by Nazi Germany and its collaborators during World War II—is an essential component of history and social studies education in many countries. Its primary aim is to raise awareness of the Holocaust, promote understanding of its historical significance and develop critical thinking and empathy in students. However, despite the increasing specialisation and institutionalisation of Holocaust education, there is still a lack of understanding of how Holocaust educators acquire the knowledge and skills necessary to teach the subject effectively. This study aims to explore the learning ecologies of a group of Italian Holocaust educators, focusing on their motivations for initial and lifelong learning and their learning practices. Ten in‐depth interviews were conducted with teachers from different subject areas. The results showed that participants were driven by either personal or curricular motivations and interests and used a range of learning approaches for both initial and lifelong learning. Although few participants considered digital technologies and social media as a learning environment, they were found to be useful resources. The study concludes with practical implications for further research.

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Section: Discussionmentioning

confidence: 74%

Participating in professional development programmes or learning in the wild? Understanding the learning ecologies of Holocaust educators

Manca,

Raffaghelli,

Sangrà

2023

British Educational Res J

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German teachers' pilgrimage to an Israeli Holocaust Memorial: Emotions, encounters, and contested visions

Levenson,

Lorenz‐Sinai,

Kessl

et al. 2024

Anthropology & Edu Quarterly

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Drawing on anthropological conceptions of pilgrimage, our ethnography of professional development at an Israeli Holocaust Memorial follows German teachers on journeys to Israel. Seeking transformative and transferable experiences to combat anti‐Semitism in schools, teachers experienced the voyage as a secular pilgrimage rooted in Christian traditions of guilt, confession, and absolution. As teachers' emotional encounters in Israel simultaneously forged communitas and challenged official historical–pedagogical visions, their practices abroad elucidate prevalent Holocaust education discourses in contemporary Germany.

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Countering Holocaust Trivialization: How Educational Resources Support Teachers in the Context of Political Extremism

Eargle,

Rubin

2024

The Journal of Social Studies Research

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In this study, we used Terrance L. Furin’s concept of transformational countering to examine six Holocaust education resources designed to address Holocaust trivialization and antisemitism. While academic comparisons are useful to helping students understand challenging content, superficial Holocaust analogies for political purposes are identified as Holocaust trivialization. Given that the current context consists of a growing white nationalist movement characterized by authoritarianism, antisemitism, and conspiracy theories, we enter the study understanding that Holocaust trivialization and far-right extremism must be understood together. We, therefore, examined the type of support teachers receive from Holocaust and human rights organizations in countering extremism and Holocaust trivialization. After analyzing the six resources, our findings demonstrate that resources produced to counter Holocaust trivialization become quickly outdated given the rapid evolution of extremism. Also, findings indicate that teachers receive stronger support in countering extremism and Holocaust trivialization from organizations that focus broadly on supporting human rights compared to the organizations that focus exclusively on Holocaust education.

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Holocaust Education in the 21st Century: Curriculum, Policy and Practice

Cited by 3 publications

References 17 publications

Participating in professional development programmes or learning in the wild? Understanding the learning ecologies of Holocaust educators

Participating in professional development programmes or learning in the wild? Understanding the learning ecologies of Holocaust educators

German teachers' pilgrimage to an Israeli Holocaust Memorial: Emotions, encounters, and contested visions

Countering Holocaust Trivialization: How Educational Resources Support Teachers in the Context of Political Extremism

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