Resources
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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) 
Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism (The MILID Yearbook, 2016) Year of publication: 2016 Author: Jagtar Singh | Paulette Kerr | Esther Hamburger Corporate author: UNESCO | Alliance of Civilizations Media and Information Literacy (MIL) is a strong tool, cutting across educational, cultural and social contexts. It can help overcome disinformation, stereotypes and intolerance conveyed through some media and in online spaces. Here, stimulating critical empathy is one of the vital components and there are many stakeholders that have a role to play in this dimension of MIL.This year’s edition is focused on a highly relevant theme of “Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism”. It is a relevant reference point to initiate discussion and offer perspectives to stakeholders seeking to apply MIL as a tool to counter violent extremism. There is evident need for evidence-based research, assessment and evaluation that can provide insight into the impact of media and information literacy on societies. UNESCO trusts that this publication will contribute to ongoing scholarship and debate on these key topics.For media and other information providers to serve their purpose, we need critical minds in the public, which means to develop MIL programmes at the national, regional and international levels. 
INEE Thematic Paper: An Introduction to Education and Preventing Violent Extremism Year of publication: 2017 Corporate author: Inter-agency Network for Education in Emergencies (INEE) This paper was conceptualized and developed by the INEE Education Policy Working Group subgroup on Youth, Violence and Peacebuilding. Though there remains limited consensus on how to define violent extremism, this paper highlights some of the more commonly used concepts and working definitions, presents current thinking and up-to-date research, and provides some examples of how education can contribute to preventing violent extremism. INEE does not take a particular stance.The paper is the most recent addition to the INEE’s work gathering resources on education and preventing violent extremism (PVE) from around the world, which may help policy-makers, teachers, principals, trainers, and researchers understand better the link between education and violent extremism and promote the positive ‘face’ of education. 
The Presentation of the Holocaust in German and English School History Textbooks: A Comparative Study As textbooks are one way of teaching and influencing pupils’ learning, this paper aims to examine critically and compare the presentation of the Holocaust in English and German textbooks. To set the scene, the paper investigates the theoretical and methodological background of textbook analysis. This is followed by a description of the sample and method chosen for this study. The analysis concentrates upon the question of culpability for the Holocaust in German and English textbooks and reasons for this. The paper concludes by exploring the possible effects the presentation of ‘blame’ for the Holocaust has upon the pupils who read textbooks. (by the author) Methods of Teaching the Holocaust to Secondary Students as Implemented by Tennessee Recipients of the Belz-Lipman Holocaust Educator of the Year Awards The purpose of this qualitative study was to explore methods of teaching Holocaust education in a variety of subject areas to secondary students in grades 7 through 12, as implemented by recipients of Tennessee’s Belz-Lipman Holocaust Educator of the Year Awards. These individuals have been recognized, through an application and committee selection process, as outstanding and successful teachers in this field. The findings of this study included the importance of teacher training in this area; participants spoke of regularly attending sessions offered by reputable Holocaust organizations. This study also found commonalities in resources and materials used, such as specific titles of poetry, literature, and movie selections. Additionally, instructional methods such as group discussions, writing assignments, student project activities, and assessment strategies were frequently discussed. The importance of personalizing Holocaust history was emphasized throughout the study. The results indicate that students and teachers benefited from these lessons. While the findings of this study significantly contribute to the field of Holocaust education in Tennessee, the need for additional research is also addressed. To ensure successful, meaningful, pedagogically sound lessons, attention to this topic must be an on-going endeavour. (By the author) 
Teaching the Holocaust: The relevance of children's perceptions of Jewish culture and identity The Holocaust is now part of the history curriculum for all 11-14-year olds in maintained schools in England and Wales. In this paper it is argued that for the Holocaust to be taught effectively, teachers will need to have some idea of how children within this age group perceive Jewish culture and identity. The empirical core of the paper attempts to go some way towards meeting this need. Seventy-two children aged between 12 and 14 were interviewed in order to explore their knowledge of Judaism, the nature of any misconceptions they may have about the faith, the extent to which they appreciate the commonalities between Judaism and Christianity and their awareness of anti-Semitism. The paper concludes with a discussion of the policy implications of the findings. (By the author) 
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) 
Review of the Evidence on Sexuality Education: Report to Inform the Update of the UNESCO International Technical Guidance on Sexuality Education Year of publication: 2018 Author: Paul Montgomery | Wendy Knerr Corporate author: UNESCO UNESCO published the International Technical Guidance on Sexuality Education (ITGSE): An evidence-informed approach for schools, teachers and health educators, in 2009. It put forward the rationale for sexuality education, technical advice on characteristics of effective programmes, and topics and learning objectives to be covered in a ‘basic minimum package’ of sexuality education for children and young people aged 5–18+. Since the publication, UNESCO, several UNAIDS cosponsors and other international partners have advocated for ‘comprehensive sexuality education’ (CSE) for all adolescents and youth, and as an essential component of quality education.With the passage of time and the expanded understanding of the role of CSE, UNESCO sought to review the ITGSE with the aim of updating its content to reflect the evidence and lessons learned from implementing sexuality education programmes since 2009. UNESCO sought the technical services of a consultant team to conduct an evidence review to inform the update.This review would involve research on new evidence and good practice in sexuality education including evidence on the effectiveness of CSE and lessons documented through the implementation of sexuality education programmes to highlight benchmarks of quality CSE content and modalities of delivery. The research was also intended to make recommendations as to the: adequacy of existing content; presence of any gaps in this content; and evidence-based recommendations on how such content gaps can be addressed in the updated ITGSE. 
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)