Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
276 Results found
Confronting the Holocaust in Religious Education Studies of Holocaust education in secondary schools have tended to focus on how the subject is taught as part of the history curriculum. Comparatively little work of either a theoretical or an empirical nature has looked at how the subject is handled in other curricular areas. Religious education is a case in point, for the field is marked both by a dearth of literature on appropriate content and by a virtual absence of research on teachers' practices. The need to address these lacunae provides the rationale for the article. In relation to content, two concerns dominate the discussion. The first is that the Holocaust may be portrayed as an act of religious intolerance; the second is that students may be offered a diluted or distorted account of the part played by Christianity. The empirical core of the article surveys the practices of 28 teachers of religious education in connection with both concerns. It also contains a content analysis of how textbooks used by the teachers treat the attempted annihilation of European Jewry. The article concludes with a discussion of the policy implications of the findings. (By the author) 
Holocaust education in the primary school: Some reflections on an emergent debate Recent years have witnessed the beginnings of a debate over whether the Holocaust should be taught in primary schools. In this article the claims advanced in favour of the proposal are shown to be plausible but lacking in empirical support, while the counter-claims are considered either peripheral, contentious or contrary to established research. It is argued that some key omissions in the debate, such as the way primary school pupils conceptualize Jewish culture and identity, significantly strengthen the case against introducing young children to the Holocaust. (By the author) 
Lessons learned from the Holocaust blogging to teach critical multicultural literacy This qualitative dual-case study addresses two 21st century teacher education imperatives, technology infusion and critical multicultural literacy instruction. We researched the integration of a blog as a tool to promote technology use in a graduate course on literacy and technology with a thematic focus on the Holocaust. Using a grounded theory approach (Corbin & Strauss, 2008), we analyzed data sources, including interviews, blog postings and surveys. We conducted a second analysis using a priori coding schemes to further analyze students’ blog posts. Findings suggest that blogging has the potential to enhance knowledge of the ways technology can be harnessed to promote critical multicultural literacy instruction. From an action research stance, we also discuss implications for our future practice. (By the author) 
The Holocaust by Bullets - A study guide for educators Year of publication: 2015 Author: Urszula Szczepinska This guide released by Yahad in Unum is the result of several years of research on mass shootings of Jews and Roma in the ex-Soviet Union. Using this guide, teachers can educate about the genocide in the eastern parts of Europe by killing squads, a part of istory that was long obscured. La Shoah par balles - Un guide d'étude pour les éducateurs Year of publication: 2015 Author: Urszula Szczepinska Ce guide publié par Yahad in Unum est le résultat de plusieurs années de recherche sur les fusillades de masse des Juifs et des Roms dans l'ex-Union soviétique. Utilisation de ce guide, les enseignants peuvent renseigner sur le génocide dans les régions orientales de l'Europe en tuant des escadrons, une partie de istoire qui a été longtemps occultée. 
L'Holocauste, 1933-1945: kit Ressources pédagogiques Corporate author: Simon Wiesenthal Center Ce kit éducatif publié par le Centre Simon Wiesenthal Bibliothèque et Archives propose de nombreux matériaux d'enseignement du personnel éducatif peut approprier. Il propose une chronologie de l'Holocauste, un glossaire des termes, des lieux et des personnalités, une leçon d'histoire sous une session "Questions / réponses", des informations sur chaque camp nazi (nombre de décès, le statut actuel ...) des lectures, des ressources et un liste des associations travaillant sur le sujet. One country, many cultures! Does Holocaust education have an impact on pupils' citizenship values and attitudes? The Holocaust has been regarded as the defining moment of modern history and perhaps of all time. For most people it still evokes the ultimate in barbarism and inhumanity. The focus of this paper is to examine the impact that Holocaust education has on citizenship values in the primary and secondary stages of schooling. Previous research on teaching the Holocaust, primarily case studies in either the primary or the secondary sectors, suggests that the contribution of Holocaust education to citizenship includes developing pupils' understanding of the notion of justice, tolerance and the many forms of racism and discrimination, and provides opportunities for developing the positive values of empathy, awareness of antiracism, and an understanding that the individual can make a difference. Further, it can make a significant contribution to citizenship in developing pupils' awareness of human rights issues and genocides, the concepts of stereotyping and scapegoating and the exercise of power in local, national and global contexts. Our ongoing longitudinal research (sponsored by the Scottish Executive Education Department and running from November 2003 until summer 2005) aims to examine the value of Holocaust education in achieving aspects of citizenship. It is concerned with the immediate and longer term effects of Holocaust education on pupils' values and attitudes. Initially focused on primary pupils aged 11-12 years, it will follow them into secondary and compare their values and attitudes with pupils in their year who did not study the Holocaust in their primary schools. The proposed paper, which will report on the first stages of this ongoing research, will concentrate on: the relevance of Holocaust education to citizenship; the research methodology; the first results of the understanding of pupils and the impact of Holocaust teaching; tentative conclusions. (By the author) 
Holocaust Education: Analysis of Curricula and Frameworks: A Case Study of Illinois This article addresses how far educational institutions have come in designing authentic and meaningful curricula for teaching the Holocaust at the secondary level. Examined in this article are the historical development of Holocaust education in the United States, with a focus on the state of Illinois as a case study, what contributes to the development of a full curriculum, and what constitutes the boundary between a curriculum and a framework, based on examination of the work of scholars and institutions in the field. Analysis of existing frameworks according to criteria developed by the authors has yielded the finding that a framework can only guide teachers to an extent because of its looser structure. A full curriculum, however, is structured with greater detail and more direct ways of determining evidence that demonstrates understanding of the content and mastery of essential skills. Recommendations are provided for Holocaust Education curriculum development, underscoring the significance of an engaging design that makes learning more lasting and meaningful. (By the author) Educator Resources from Facing History and Ourselves Facing History and Ourselves fights racism, antisemitism, and prejudice and nurtures democracy through education programmes worldwide, with specific focus on the history of the Holocaust and other examples of genocide and mass violence. Facing History proposes various resources, workshops, seminars and online learning opportunities for educators and students. Ressources éducateur de Face à l'histoire et nous-mêmes « Face à l'histoire et nous-mêmes » lutte contre le racisme, l'antisémitisme et les préjugés et nourrit la démocratie grâce à des programmes d'éducation dans le monde entier, avec un aCECnt particulier sur l'histoire de l'Holocauste et d'autres exemples de génocide et la violence de masse. « Face à l'histoire » propose diverses ressources, des ateliers, des séminaires et des possibilités d'apprentissage en ligne pour les enseignants et les étudiants.