Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
192 Results found
History at the gates: How teacher and school characteristics relate to implementation of a state mandate on Holocaust education This quantitative study examines implementation by one Florida school district's fifth grade teachers of a state mandate to teach about the Holocaust. Teachers' responses to survey questions were analyzed to determine the relationships between choosing to teach about the Holocaust and factors like exposure to Holocaust content and teacher/school demographics. In addition, this study explores descriptive data about the nature of resources, materials, and teaching methods used to teach about the Holocaust in elementary classrooms. The findings of this study demonstrate the background knowledge and resources that teachers need to increase their implementation of Holocaust education in the classroom. Suggestions for the development of more effective workshops, information dissemination strategies, and teacher resources for Holocaust education and other mandated areas are also included in this study. To provide the necessary background for the exploration of the implementation of Florida's Holocaust education mandate, this study examines: the importance of Holocaust education; effective instructional practices in Holocaust education; connections between Holocaust education and multicultural goals; and the history of the passage of legislation related to Holocaust education. As the title suggests, teachers are the final "gatekeepers" of the curriculum: their decisions determine the extent to which topics will be taught. For this reason, this study examines the connections between teachers, their experiences, and their decisions to teach about crucial, mandated subjects like the Holocaust. (By the author) What Shall We Tell the Children? International Perspectives on School History Textbooks The pages of this book illustrate that as instruments of socialization and sites of ideological discourse textbooks are powerful artefacts for introducing young people to a specific historical, cultural and socioeconomic order. Crucially, exploring the social construction of school textbooks and the messages they impart provides an important context from within which to critically investigate the dynamics underlying the cultural politics of education and the social movements that form it and which are formed by it. The school curriculum is essentially the knowledge system of a society, incorporating its values and its dominant ideology. The curriculum is not "our knowledge" born of a broad hegemonic consensus, rather it is a battleground on which cultural authority and the right to define what is labelled legitimate knowledge are fought over. As each chapter in this book illustrates, curriculum as theory and practice has never been, and can never be, divorced from the ethical, economic, political and cultural conflicts of society, which have such a deep impact upon it. Individuals cannot escape the clear implication that questions about what knowledge is of most worth, and about how it should be organized and taught, are problematic, contentious and very serious. (By the author) Multicultural education: Israeli and German adolescents' knowledge and views regarding the Holocaust This study probes a unique case of multicultural education of Israeli and German students regarding the Holocaust. Their knowledge level of German history leading to the rise of Hitler and the Nazi party to power, knowledge about the Holocaust, the relation between their knowledge of attitudes toward the "other" (German/Israeli) group, and their reaction to a racist-dictatorial regime are explored. The findings were that German adolescents’ (high school students’) knowledge regarding the events leading to the rise of the Nazi party was greater than that of the Israeli adolescents. However, the knowledge of Israelis was greater regarding the Holocaust. A positive correlation was found between the knowledge levels and their attitudes toward the other groups (German/Israeli) and toward resistance to the possible rise of a dictatorial regime. The findings point to the fact that multicultural education, which combines attitudinal, cognitive and instrumental goals, can succeed in promoting non-racist views. (By the author) 
Die Bedeutung des Holocaust und der Gedenkstättenpädagogik im Unterricht. Ein historisch-pädagogischer Vergleich zwischen Österreich und Bayern In the centre of this research project is a content-oriented comparison based on categories regarding the thematization of the Holocaust in 46 history textbooks for the first stage of secondary education since the beginning of the Second Republic and the new foundation of the Free State of Bavaria in the year of 1945. Based on this thematic constraint, three research questions emerge: 1.How has the representation of the Holocaust in the textbooks changed since the beginning of the Second Republic? What has changed? What has remained the same? 2. What can be deduced from the textbooks concerning the political discourse about the Holocaust? 3. To what extent are the content and the pedagogical-didactical concepts prescribed by the curricula implemented in the textbooks? (By the publisher) 
Jewish Studies and Holocaust Education in Poland This volume examines how people in Poland learn about Jewish life, culture and history, including the Holocaust. The main text provides background on concepts such as culture, identity and stereotypes, as well as on specific topics such as Holocaust education and curriculum, various educational institutions, and the connection of arts and cultural festivals to identity and culture. It also gives a brief overview of Polish history and Jewish history in Poland, as well as providing insight into how the Holocaust and Jewish life and culture are viewed and taught in present-day Poland. This background material is supported by essays by Poles who have been active in the changes that have taken place in Poland since 1989. A young Jewish-Polish man gives insight into what it is like to grow up in contemporary Poland, and a Jewish-Polish woman who was musical director and conductor of the Jewish choir Tslil gives her view of learning through the arts. Essays by Polish scholars active in Holocaust education and curriculum design give past, present and future perspectives of learning about Jewish history and culture. (By the publisher) 
Above the Death Pits, Beneath the Flag - Youth Voyages to Poland and the Performance of Israeli National Identity Israeli youth voyages to Poland are one of the most popular and influential forms of transmission of Holocaust memory in Israeli society. Through intensive participant observation, group discussions, student diaries, and questionnaires, the author demonstrates how the State shapes Poland into a living deathscape of Diaspora Jewry. In the course of the voyage, students undergo a rite of passage, in which they are transformed into victims, victorious survivors, and finally witnesses of the witnesses. By viewing, touching and smelling Holocaust-period ruins and remains, by accompanying the survivors on the sites of their suffering and survival, crying together and performing commemorative ceremonies at the death sites, students from a wide variety of family backgrounds become carriers of Shoah memory. They come to see the State and its defense as the romanticized answer to the Shoah. These voyages are a bureaucratic response to uncertainty and fluidity of identity in an increasingly globalized and fragmented society. This study adds a measured and compassionate ethical voice to ideological debates surrounding educational and cultural forms of encountering the past in contemporary Israel, and raises further questions about the representation of the Holocaust after the demise of the last living witnesses. (By the author) 
Studying the Holocaust Through Film and Literature: Human Rights and Social Responsibility Through film and literature, this book shows students the moral and ethical lessons that have evolved from the Holocaust so they can connect them with the moral dilemmas they face in their own lives. The authors focus on 3 main lessons of the Holocaust ‒ thou shalt not be a victim, thou shalt not be a perpetrator and thou shalt not be a bystander ‒ and address the issues of courage, compassion, character and civility. (By the author) 
Auschwitz in museums - Representing and teaching the Holocaust in the twenty-first century Year of publication: 2007 Author: S.Lassig | K.H.Pohl 'Auschwitz' in Museums: Representing and Teaching the Holocaust in the Twenty-first is a select extract from the book "How the Holocaust Looks Now International Perspectives". The book offers a series of essays that explore the historical culture the holocaust has engendered in Europe, Israel and the USA, the politics of its reception and representation, the motivations for and effectiveness of commemorating it, and the creative and didactic practices it has generated in contemporary literature, art, and thought. 
Powerful and Authentic Digital Media and Strategies for Teaching about Genocide and the Holocaust The continued prominence of genocide and Holocaust education, along with the movement toward the affective in social studies curricula, the advent of the Internet, and continued scholarship in the field, has led to the availability of a staggering array of digital resources for teachers (D. S. Symer 2001). These resources have the potential to enhance genocide and Holocaust education by providing robust content resources and interactive opportunities for students to develop new skills and understanding. In this article, the authors identify new digital media resources and strategies that engage students in authentic learning experiences about genocide and the Holocaust. They use F. W. Newmann and G. G. Wehlage's (1993) framework for "authentic instruction." Using this framework, the authors identify digital media that engage students in moral and ethical valuing, emphasize historical inquiry, and are relevant to the world outside of school. (By the author) Experiential learning of history through youth journeys to Poland Keren (1985), who examined the centrality of the Holocaust in five different periods in the history of the state of Israel, claims that the turning point for the educational system was an outcome not only of increased public awareness, but of the events 'receding' into history, which allowed an objective, and more balanced and detached, perspective. The study revealed that children whose parents were born in Europe or in Western countries were more eager to learn about the Holocaust than those of non-European origin, indicating a relationship between origin and desire to know about the Holocaust period. The journey experience had not yet matured and shaped into a deeper understanding that could be attributed to the personal identity of the participant and to examining it after the journey using accepted research tools. (By the author)