2011
DOI: 10.1177/1746197911398033
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‘Most learn almost nothing’: building democratic citizenship by engaging controversial history through inquiry in post-communist Europe

Abstract: This article addresses the challenges and pathways of Holocaust education in post-communist countries through two case studies. I first examine historiographical, institutional and cultural obstacles to deep and meaningful treatments of the Holocaust within Latvian and Romanian schools. Drawing upon the unique experiences both countries had with partial or full ‘dual occupation’ of Nazi Germany and the Soviet Union, I present a rationale for constructing inquiry-based Holocaust education experiences. As Latvia… Show more

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Cited by 8 publications
(3 citation statements)
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“…Transition to true democratic life requires an achievement that takes generations to advance-that of releasing and encouraging "occasions for doubt" (Griffin, 1942(Griffin, /1996 rather than minimizing or suppressing them. The idea of a correct belief held over from authoritarian and totalitarian cultures is as dangerous as the absence of rational beliefs or reticence on the topic (Misco, 2011). Controversial issues are integral to democratic education (Camicia, 2008;Engle, 1960;Engle & Ochoa, 1988;Graseck, 2009;Hahn, 1991;Harwood & Hahn, 1990;Hess, 2008;Hunt & Metcalf, 1968;Lee, 2004;Ochoa-Becker, 2007;Oliver & Shaver, 1966).…”
Section: Conceptual Frameworkmentioning
confidence: 96%
“…Transition to true democratic life requires an achievement that takes generations to advance-that of releasing and encouraging "occasions for doubt" (Griffin, 1942(Griffin, /1996 rather than minimizing or suppressing them. The idea of a correct belief held over from authoritarian and totalitarian cultures is as dangerous as the absence of rational beliefs or reticence on the topic (Misco, 2011). Controversial issues are integral to democratic education (Camicia, 2008;Engle, 1960;Engle & Ochoa, 1988;Graseck, 2009;Hahn, 1991;Harwood & Hahn, 1990;Hess, 2008;Hunt & Metcalf, 1968;Lee, 2004;Ochoa-Becker, 2007;Oliver & Shaver, 1966).…”
Section: Conceptual Frameworkmentioning
confidence: 96%
“…It is argued, students should learn to deal constructively with diverse and opposing historical interpretations and to analyse contested historical issues from multiple perspectives, like historians (see, for example, Foster 2014). Even though refining students' skills of moral reasoning is not the primary aim of teaching controversial history, teaching controversial historical topics and events aims to promote certain values by supporting students' democratic dispositions, like tolerance and open-mindedness (Misco 2011). Discussions on values and moral judgments can not reasonably be detached from teaching controversial history (Edling et al 2020).…”
Section: Space For Ethics Education In History Teaching I: Moral-phimentioning
confidence: 99%
“…While most European countries and the US agree that the Holocaust must be taught in school, how it is done and to what extent it promotes tolerance and understanding vary. Studies of the value of Holocaust education have been made in the US (Totten and Feinberg 2016), the UK (Salmons 2003;Carrington and Short 1997), Scotland (Maitles, Cowan and Butler 2006), Germany (Meseth and Proske 2010), Switzerland (Eckmann 2010), post-communist countries (Misco 2011), and Scandinavia (Karlsson 2016;Holmila and Geverts 2011;Kverndokk 2007). Although the purpose of teaching about the Holocaust is often the same, the content of the lessons varies between countries due to each country's role during WWII.…”
Section: Holocaust Educationmentioning
confidence: 99%