“We did also save people”: A Study of Holocaust Education in Romania After Decades of Historical Silence

Misco, Thomas

doi:10.1080/00933104.2008.10473367

Cited by 24 publications

(2 citation statements)

References 21 publications

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“…The communist regime carried out great measures to control the education and information which came to the classrooms. Education was characterised by rote learning (Misco, 2008) without stimulating the students to think critically by themselves. The main objective was, above all, the production force, guaranteed according to socialist planning, especially for heavy industry, energy and agriculture.…”

Section: Romanian Educationmentioning

confidence: 99%

Hofstede’s Cultural Dimensions In The Educational Context

Morera¹

2019

The European Proceedings of Social and Behavioural Sciences

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Section: Romanian Educationmentioning

confidence: 99%

Hofstede’s Cultural Dimensions In The Educational Context

Morera¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…Some teachers take advantage of a special year-long course on the Holocaust, while others shirk from the topic in the traditional history classroom. Although one lesson is compulsory in the fall of each year, the system of having one or two class periods of history per week leaves little time for the Holocaust, which is exacerbated by its absence in the national exams (Misco, 2008).…”

Section: Romaniamentioning

confidence: 99%

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

Misco

2011

Education, Citizenship and Social

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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, Romania and other countries have entered the European Union, the need for tolerant and open-minded citizens who have the ability to make informed and reasoned decisions for the common good has become more critical. Inquiry-oriented teaching of the Holocaust brings about essential democratic skills and dispositions, while simultaneously positioning students to investigate the complicated, nuanced and contested contours of the Holocaust, competing forms of propaganda and often spurious historiographical traditions. This kind of teaching is also responsive to the challenges these and other societies face when confronting other historical and contemporary controversial topics.

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Qualitative Inquiry in Social Studies Research

Dinkelman¹,

Cuenca²

2017

The Wiley Handbook of Social Studies Research

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“We did also save people”: A Study of Holocaust Education in Romania After Decades of Historical Silence

Cited by 24 publications

References 21 publications

Hofstede’s Cultural Dimensions In The Educational Context

Hofstede’s Cultural Dimensions In The Educational Context

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

Qualitative Inquiry in Social Studies Research

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