Resources
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192 Results found
The role of the Holocaust in antiracist education: A view from the United Kingdom The failure of antiracist educators in the United Kingdom to engage seriously with the issue of anti‐Semitism provides the background to this article. With specific reference to the Holocaust, it argues that a lack of interest among antiracists in how the subject is taught has had a number of adverse consequences. These include the forfeiture of a potent vehicle for reinforcing and advancing the aims of antiracism and the loss of the unique contribution that a study of the Holocaust can make to an understanding of racism. Lack of interest in the Holocaust has also meant that inadequate consideration has been given to the consequences for antiracist education of the subject being taught badly. To obviate these drawbacks, the article advocates a definition of racism that can embrace anti‐Semitism and thereby facilitate the involvement of antiracists in teaching about the attempted annihilation of European Jewry. (By the author) 
Pensad que esto ha sucedido : lecciones del Holocausto : Propuesta de actividades para el alumnado Year of publication: 2007 Corporate author: Grupo Eleuterio Quintanilla This resource guide published by the Spanish anti-racist association "Grupo Eleuterio quintanilla" was developed for teachers to broach the Holocaust by examining the historical process and its circumstances through legal and historiographical documents. 
Holocaust Education in Ontario High Schools: An antidote to racism? The premise underpinning this article is that if the Holocaust is taught well, it can help to promote anti-racist goals. The need to realize the Holocaust's anti-racist potential is self-evident, but is arguably greatest where conventional anti-racism (aimed at enhancing the life chances of visible minorities) is under threat. Such a situation currently exists in Ontario, where the right wing Progressive Conservative party was elected to office in June 1995. The uncertain future of anti-racism in the province provides the background to this article. It examines the teaching of the Holocaust in Ontario high schools and reports the findings of a survey carried out among history staff in May 1998. Various ways are suggested in which the teachers involved (and others elsewhere) might alter their approach to the Holocaust in order to strengthen its contribution to anti-racist education. (By the author) 
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) 
Arab Teachers and Holocaust Education: Arab Teachers Study Holocaust Education in Israel This paper examined whether change occurred in the attitudes of Arab teachers in Israel toward Holocaust education following an in-service study course. Survey and interview data indicated that after the course, teachers had a better understanding of what occurred during the Holocaust, and their willingness to know about its effects on Jewish people increased. However, the Israeli-Palestinian conflict impacted participants' views. (By the author) 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. 
Understanding Matters: Holocaust Curricula and the Social Studies Classroom Over the past two decades, interest in Holocaust education has grown substantially as individual states, starting in the 1980s, began to mandate and/or recommend Holocaust studies as part of the social studies curriculum. As a result, these mandates and/or interest in the Holocaust have spawned any number of curriculum products, some of which seek less to help the student of history acquire an understanding of this historical event, and more in terms of dictating to the social studies student what he or she should understand. Hence, the purpose of this paper is to critique Holocaust curricula that have been developed under the auspices of a state department of education (SDE) or endorsed by a SDE, as we believe that teachers unfamiliar with the Holocaust will turn to these products as sources of authority. We base this critique on what we refer to as three approaches or considerations to understanding history—the body of work on historical thinking which we view as the underpinning of historical empathy and positionality, historical empathy as articulated by Elizabeth Yeager, O.L. Davis, Jr., and Stuart Foster, and the guidelines on teaching the Holocaust developed for the U.S. Holocaust Memorial Museum by William Parsons and Samuel Totten. These three elements, each in their own way, help us to understand the challenge for teachers and students whose foundation for understanding the Holocaust may solely rest upon curriculum products whose curricular aims and/or design often obstruct the quest to “understand,” e.g., lack of historical accuracy, lack of depth, and historical gaps. (By the author) 
Transferring findings from genocide education research into strategies for teaching and learning about genocide in schools In recent years interest in schools outreach and academic enrichment has increased dramatically, reflecting a greater social conscience and awareness of the impact that universities can have on the wider community. The transferable skills that academics bring to schools need to be honed for this new learning environment, as delivery methods and success benchmarks are radically different in a schools context. This collection addresses the numerous issues raised when arts and humanities academics become involved with schools, bringing together practitioners from a broad range of fields within the arts and humanities to share experiences and insights. (By the author)