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Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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Dialogue and transformation in Holocaust education? Reweaving the tapestry of experience, research and practice. This article draws upon Habermas's three human interests to discuss different goals in Holocaust education research, namely the technical/instrumental interest in changing others' racist views, the communicative interest in understanding how such views make sense to others from their own perspective through dialogue, and the emancipatory interest in self-knowledge through which the researcher can uncover both implicit values about how things should be and implicit, and perhaps even subconscious theories of how things work. Achieving greater clarity about these implicit normative and empirical foundations of researchers' design decisions and interpretations has several positive outcomes: first, it enhances subjectivity, positionality and transparency in a field that is often highly personal for its participants; second, it enables the field to deliberate about the ethical dimensions of the work, while making theories about how things work explicit opens them up for critical examination; third, it has heuristic value, sharing ways of thinking, meaningful narratives and metaphors that may enhance Habermas's second, communicative interest in understanding. In practice, Habermas's three interests are not cleanly differentiated in Holocaust education research and practice, but are interconnected. This article focuses upon the emancipatory interest by exploring the interrelationships between experience and inquiry, or more specifically, how the author's encounter with tragedy shaped an evolving research agenda in Holocaust education. It revealed a set of implicit theories and commitments that, once unearthed and made explicit, are available for reflection and critique. It also clarified the ethical and empirical grounds for certain theories and commitments. (By the publisher) 
How to teach the Holocaust to Middle School Students : Increasing Empathy Through Multisensory Education This study examines the relationships among seventh-grade students' achievement scores, attitudes toward instructional approaches, empathy scales, and the transfer of skills between traditional versus multisensory education. The Learning Style Inventory (LSI) was employed to determine learning-style preferences. The data collected in this study was subjected to statistical analyses, supporting the use of a multisensory, rather than a traditional, approach for teaching lessons of the Holocaust. (By the publisher) Developing reflective citizens: The role of Holocaust education In what way can we best conceptualize the relationship of Holocaust education to the broader goal of developing reflective citizens? Keeping in mind the diversity of our audience while simultaneously recognizing the traditions of social studies education in the United States, the author argues that Holocaust education should be integrated within the rationale of educating young people to reflect upon issues that have direct relationships to (1) the development of values and (2) the fostering of behaviours emphasizing social responsibility. In short, Holocaust education ‒ meaning the design of curricula, creation of pedagogical strategies and evaluation of student performance ‒ can be a critical component in developing a citizenry who are capable of addressing global problems such as human rights violations and genocide by employing a reflective understanding of history and its relationships to present and future policies and practices, irrespective of national boundaries (By the author) 
Contemporary Debates in Holocaust Education Holocaust education is a controversial and rapidly evolving field. This book, which critically analyses the very latest research, discusses a number of the most important debates which are emerging within it. Adopting a truly global perspective, Contemporary Debates in Holocaust Education explores both teachers' and students' levels of Holocaust knowledge as well as their attitudes and approaches towards the subject. Moreover, it employs a forward-looking perspective by thinking about how the subject will be taught when there are no survivors remaining and what challenges and opportunities digital technology, social media and online learning offer the modern teacher of the Holocaust. This book seeks to shift the parameters of existing debates and offer an insightful commentary on the nature, scope and direction of Holocaust education, which will be of great use to academics, teachers and policy-makers alike. (By the publisher) 
Teaching the representation of the Holocaust “Can the story be told?” Jorge Semprun asked after his liberation from Buchenwald. The question is addressed from many angles in this volume of essays on teaching about the Holocaust. In their introduction, Marianne Hirsch and Irene Kacandes argue that Semprun’s question is as vital now, and as difficult and complex, as it was for the survivors in 1945. The thirty-eight contributors to Teaching the Representation of the Holocaust come from various disciplines (history, literary criticism, psychology, film studies) and address a wide range of issues pertinent to the teaching of a subject that many teachers and students feel is an essential part of a liberal arts education. This volume offers approaches to such works as Jurek Becker’s Jacob the Liar, Roberto Benigni’s Life Is Beautiful, Anne Frank’s diary, Daniel Jonah Goldhagen’s Hitler’s Willing Executioners, Claude Lanzmann’s Shoah, Primo Levi’s Survival in Auschwitz, Cynthia Ozick’s The Shawl, Dan Pagis’s “Written in Pencil in the Sealed Railway Car,” Art Spiegelman’s Maus, Steven Spielberg’s Schindler’s List, Elie Wiesel’s Night, and Abraham Yehoshua’s Mr. Mani. To the challenge “How do we transmit so hurtful an image of our own species without killing hope and breeding indifference?” posed by Geoffrey Hartman in this volume, the editors respond, “Only in the very human context of classroom interaction can we hope to avoid either false redemption or unending despair.” (By the publisher) Toward a Philosophy of Holocaust Education: Teaching Values without Imposing Agendas Most teachers hope to make a difference in the lives of their students, but whether they accomplish this with any regularity is often left unclear. With a topic like the Holocaust, the stakes are greatly raised. In this essay, the author discusses the place of the Holocaust in the liberal arts. He argues that the content of Holocaust education must revolve around a methodology that allows students to conjure and experiment with new and deeper self-understanding(s). Teaching the Holocaust effectively means freeing (and urging) students to ask questions about historical epistemology (i.e., the ways in which historians come to know what they do), as well as questions which speak directly to the challenges of the current moment. The idea behind this philosophy is to teach the past in a manner that equips students to see the ramifications of their choices in contrast to the Germans who, by virtue of their own choices, allowed themselves to be fastened in a system designed to achieve national revitalization and racial purification at any and all costs. He stresses that history teachers, as the most recent data show, cannot further their own agendas by using the Holocaust as an instrument for political indoctrination, but they can still lead their students toward new ways of thinking about the world and their place in it. (By the publisher) 
Le grenier de Sarah Author: Jacques Fredj | Barbara Mellul | Adeline Salmon | Barbara Mellul | Adeline Salmon | Tralalère | Alliance concept | Judith Panijel | Alban Perrin | Iannis Roder Lior Lalieu-Smadja | Karen Taieb | Ariel Sion Corporate author: Memorial de la Shoah Le Grenier de Sarah est un site d’introduction à l’histoire de la Shoah, créé spécifiquement pour les enfants de 8 à 12 ans, dans le respect de la sensibilité des jeunes visiteurs. Les choix éditoriaux et iconographiques du site traduisent scrupuleusement cette volonté de ne pas les choquer. Le site a été conçu à partir du questionnement des enfants sur cette période.- Qui étaient ces personnes que les nazis ont voulu assassiner ?- Dans quels pays vivaient-elles ? Quelles langues parlaient-elles ?- Quels ont été les parcours propres à chacune d’entre-elles ?Le Grenier de Sarah permet aux enfants de naviguer sur le site de façon autonome. Toutefois, il est conseillé aux adultes de les accompagner lors de leur première visite afin d’instaurer un dialogue et de répondre à d’éventuelles questions.Pour y répondre, trois rubriques, « Il était une fois », « Des mots à l’oreille » et « En noir et blanc », donnent des clefs de compréhension.- Dans « Il était une fois », des contes donnent un aperçu de la diversité des cultures juives. - Dans « Des mots à l’oreille », des expressions en hébreu, yiddish, judéo-espagnol et judéo-arabe ouvrent une fenêtre sur la pluralité du judaïsme. - Dans « En noir en blanc », neuf parcours témoignent de la vie quotidienne des Juifs pendant la guerre. En cliquant sur l’album photo, l’enfant choisit d’entendre un des récits de vie proposés.Tout au long de chaque parcours, des définitions et des documents, sont à la disposition du jeune visiteur. Pour les enseignants, un espace pédagogique spécifique a été créé afin d’y trouver des ressources complémentaires et des pistes de travail. Sarah’s attic is a website introducing to the Shoah History. It was specifically created for children from age 8 to 12 and respects their sensibility as young visitors. The contents and iconography are carefully intended to suit their emotional and cognitive abilities.The website was designed and elaborated from questions asked by children in History classes teaching this time period - Who were these persons the Nazis wanted to murder?- In which countries did they live? Which languages did they speak?- What were their personal experiences? Sarah’s attic enables children to navigate through the website on their own. Nevertheless, we recommend that adults accompany them on their first visit in order to create a dialog and answer possible questions.As part of a school or extra-curricular framework, this program can be used in small groups with the guidance of an adult.In order to answer these questions, three sections “Once upon a time”, “Words to my ear” and “In black and white” give keys to understanding the event.- In “Once upon a time”, tales give a glimpse of the diversity of Jewish cultures. - In “Words to my ear”, expressions in Hebrew, Yiddish, Judeo-Spanish and Judeo-Arabic open a window on the pluralism of Judaism. - In “In Black and white”, nine personal itineraries bear witness of the daily life of Jews during the war. Along each personal story, definitions and documents are available to the young visitor.For teachers and educators, a specific educational section contains additional resources, guidelines and teaching materials. Teaching about the Holocaust in English Secondary Schools : An empirical study of national trends, perspectives and practice Year of publication: 2009 Author: Alice Pettigrew, Stuart Foster | Jonathan Howson | Paul Salmons | Ruth Anne Lenga | Kay Andrews The aims were to examine when, where, how and why the Holocaust is taught in state-maintained secondary schools in England, and to inform the design and delivery of a continuing professional development (CPD) programme for teachers who teach about the Holocaust. A two-phase mixed methodology was employed. This comprised an online survey which was completed by 2,108 respondents and follow-up interviews with 68 teachers in 24 different schools throughout England. The research reveals that teachers adopt a diverse set of approaches to this challenging and complex subject. In the report, teachers’ perceptions, perspectives and practice are presented and a range of challenges and issues encountered by teachers across the country are explicitly identified. The research shows that, although most teachers believe that it is important to teach about the Holocaust, very few have received specialist professional development in this area. It also shows that many teachers find it a difficult and complicated subject to teach, and that they both want and need support to better equip them to teach about the Holocaust effectively.(By the author) Learning the lessons of the Holocaust? A critical consideration of the antiracist and citizenship potential of Holocaust education in English secondary schools Year of publication: 2010 Author: Alice Pettigrew In this paper I draw upon data collected as part of a national study of current practice in Holocaust education within English secondary schools. The paper emphasises the importance placed by teachers from a variety of subject backgrounds upon study of the Holocaust as an opportunity to explore citizenship related and antiracist concerns. However, the paper also identifies and discusses a number of potential challenges and possible limitations apparent in this approach. (By the author) La enseñanza del Holocausto en América Latina - Los desafios para los educadores y legisladores Year of publication: 2015 Corporate author: UNESCO The Holocaust has become a point of reference worldwide to raise awareness about violations of human rights and state violence. What is the importance of Holocaust education in regions of the world that have no direct relation to the history of the Jewish people and the crimes of Nazism, especially in Latin America? Is there a rise of relevant educational practices internationally as a result of the expansion of education about the Holocaust ? How can educators address a subject so complex and emotionally charged in changing multicultural societies ? This UNESCO publication brings together the contributions of important historians and educators around the world and frames current debates in the field, emphasizing the issues that educators in Latin America are facing and revealing the reasons why it is vital to continue teaching Holocaust history in the world today, regardless of where we live. (By the publisher - Translation)