Representations of Shoah and Holocaust Terms in Selected Curriculum Documents: A Teacher's Perspective

Abstract

The paper focuses on representations of Shoah and Holocaust terms in selected curriculum documents (Framework educational program for basic education and Israeli curricular documents 1 for primary and secondary school education). Emphasis is placed on the Israeli curriculum, which can be considered exemplary in its structure due to the defined terms. The Israeli curriculum is compared with selected Czech curriculum document in the context of the first phase of the research survey focused on the views of teachers of Czech language and literature at the second grade of primary school. We try to explain the identified differences in connection with the need of strategies regarding historical, social and geographical aspects. The theoretical basis for the interpretation of concepts in world curriculum documents is formed by the ideas of selected world experts in the field. Based on their ideas, we try to expose the topicality of the defined issues, and the associated great need for its implementation into Czech curriculum document. We compare the application of the given terms in the Czech curriculum document with the results of the first phase of the research conducted among teachers of Czech language and literature in one region of the Czech Republic. Based on the response of a randomly selected sample of respondents, we find that the extent of application of the defined terms is to a large extent reflected in the presented knowledge.

The theme of the Shoah in the context of institutional education: Teachers, pupils and texts

“…42 -80), 19 For example Vala 2018. 20 The comparison of the Framework Educational Program for Basic Education and the Israeli Curriculum for a similar degree of institutional education deals with the contribution Representation of Shoa and Holocaust Terms in Selected Curriculum Documents (Mašát 2018) or Representations of Shoah and Holocaust Terms in Selected Curriculum Documents: A Teacher's Perspective (Mašát & Sladová 2019). Those interested in the genesis of anchor in the Israeli national curriculum with teacher measurements refer to the contribution Teacher autonomy within a flexible national curriculum: development of Shoah (holocaust) education in Izraeli state school (Cohen 2016) or the article The international status of education about the holocaust (Carrier et al 2015 appreciated.…”

Aspects of the ideal of socialist masculinity and its disintegration – From the “iron men” to the man-centaur

“…United States Holocaust Memorial Museum 10 summarizes the positives brought to students by the presentation of the Shoah issue (Mašát, 2019b, Mašát & Sladová, 2019Mašát & Šmakalová, 2019): 1) "democratic institutions and values are not automatically sustained, but need to be appreciated, nurtured, and protected"; 2) "silence and indifference to the suffering of others, or to the infringement of civil rights in any societies, can-however unintentionally-perpetuate these problems"; 3) "the Holocaust was not an accident in history; it occurred because individuals, organizations, and governments made choices that not only legalized discrimination but also allowed prejudice, hatred, and ultimately mass murder to occur"; 4) "the Holocaust was a watershed event, not only in the 20 th century but also in the entire course of human history".…”

Civic society in Bulgaria – Stages, opportunities and limitations

“…12 See Jeřábek et al, 2017: 56. Towards the curricular anchoring of the terms Shoah and Holocaust as part of Czech normative educational documents see for example Mašát & Sladová, 2019;Mašát, 2018; in the global context see for example Carrier et al, 2015;Cohen, 2016. 13 Compare: "Reading literature would provide a powerful way of reading history" (Tinberg, 2005: 73-74).…”