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Entering the World of a Holocaust Victim: Schoolchildren Discuss a Ghetto Memoir – a Case Study Despite Adorno's famous dictum, the memory of the Shoah features prominently in the cultural legacy of the 20th century and beyond. It has led to a proliferation of works of representation and re-memorialization which have brought in their wake concerns about a 'holocaust industry' and banalization. This volume sheds fresh light on some of the issues, such as the question of silence and denial, of the formation of contemporary identities — German, East European, Jewish or Israeli, the consequences of the legacy of the Shoah for survivors and for the 'second generation,' and the political, ideological, and professional implications of Shoah historiography. One of the conclusions to be drawn from this volume is that the 'Auschwitz code’, invoked in relation to all 'unspeakable' catastrophes, has impoverished our vocabulary; it does not help us remember the Shoah and its victims, but rather erases that memory. (By the author) 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) 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) 
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) 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) Quelques constats à propos de la transmission scolaire de la Shoah en Suisse This study is based on interviews conducted among teachers from the French-speaking cantons of Switzerland to determine how the history and memory of the Shoah are transmitted in the schools: it is at the intersection of the teaching of history and of social perception. The interviews reveal the high standards the teachers set for themselves. Consequently, they are caught between their own perception of the uniqueness of the Shoah and their concern that its exceptional nature might not be shared by their students. Thus, the combination of the exceptional nature of the subject and the teachers’ concern becomes a veritable pedagogical leitmotif that translates both the strength of their conviction and their difficulty in expressing it through effective teaching strategies. It is one of the factors that lead certain teachers to compare the Shoah with other genocides. And yet, when these teachers broach the subject of genocide in a comparative way, the uniqueness of the Shoah stands out, in their eyes, and is reinforced by the strong identification that a majority of them feel with the victims. (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) 
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)