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National Socialism and the Holocaust in West German school books The author differentiates five phases of representation of the Holocaust in West German history books and lessons. Attempts to deal with the subject in a serious and comprehensive way in some post-war school textbooks were repressed in the 1950s. The students' movement, intensive research work and increased political attention on right-wing tendencies brought a change in the 1960s. New didactic methods such as source work and regional historical approaches were adopted, intended to give pupils greater insight into the individual areas of dictatorship and enable them to form their own opinion of the activities at that time. In the meantime, National Socialism is usually the area of German 20th century history dealt with in the most detail. The increasing distance in time to the period in question, the dissolution of the Socialist bloc, reunification and the multicultural nature of school classes have produced new teaching conditions, which on the one hand create a greater distance from the subject but on the other hand call for comparison of genocide, war and exile in the present time or from the history of other peoples. (By the author) Switzerland and the Holocaust: teaching contested history This study is about a history textbook which introduces the new transnational master‐narrative of Holocaust memory into the classrooms of the German‐speaking part of Switzerland. The script of the book entails a replacement of the formerly dominant view of Switzerland as a neutral nation resisting evil in favour of an image that aligns Switzerland with other nations that accept the Holocaust as part of their national history, and combine their efforts to prevent such crimes in the future. However, this process cannot be seen as hegemonic or total since it is fragmented at various levels. On the level of state power, there is no uniform vision of the nation’s history. Therefore, the book needed to accommodate its critics to a certain extent. Furthermore, there are institutional rules of history education that restrict a direct transmission of knowledge and promote teaching youths to develop their own views. And then there are the teachers, who have their part in shaping history. (By the publisher) Naming and misnaming the nation. Ambivalence and national belonging in German textbook representations of the Holocaust At a time when the power of schools and both state and federal education authorities to guide young people’s sense of belonging is being challenged by multilingualism, by the claims of supra- and subnational regions and minorities, by memories of national catastrophes and crimes, and by out-of-school educational media, this collection of essays provides an apposite exploration of the ways in which shared narratives continue to be transmitted and learned. Its authors, whose work emerged from a series of conferences organized by the French National Institute for Pedagogical Research in Lyon, Barcelona and Paris in 2010, demonstrate not only ways in which multiple disciplines (including history, literature, social and language studies) address young people’s sense of attachment, but also how challenges to educational policy are reflected in school textbooks and curricula in Algeria, Bulgaria, Catalonia, France, Galicia, Germany, Quebec, Senegal and the USA. These studies about the role of education in relation to largely tenacious but shifting national identities should appeal to specialists of education, nationalism studies, history and political science. (By the author) A ‘Curtain of Ignorance’: An Analysis of Holocaust Portrayal in Textbooks from 1943 through 1959 If textbooks are supposed to be an honest and impartial portrayal of historical events, they should remain the same over time. However, when examining one event across different editions of the same textbook, it becomes apparent that this is not the case. This study seeks to examine how the beginnings of the Cold War may have influenced how the Holocaust was discussed during the 1940s and 1950s. Results indicate that as Germany transformed from an enemy to be defeated into an ally needed to stop the advance of Communism, discussion of the Holocaust became more muted. While the beginnings of the Cold War may not be the only factor in this phenomenon, the results of this study indicate a methodological process in which textbooks could be used to create critical and historical thinking in today's classroom. (By the author) Die Darstellung des Faschismus und Nationalsozialismus in deutschen, österreichischen und italienischen Schulbüchern Textbooks are often held to be official representations of history. Contrary to many other products of historical culture, they are subject to state control and approval. Yet, especially against this background, the question remains which historical theories and which history didactical concepts are being offered for students’ processing of this period in secondary school level I. How are the dictatorships evaluated and which possibilities are the students offered to deal with the didactically prepared material? Recent Italian, Austrian, and German history textbooks are analysed to see how Italian Fascism and German National Socialism are narratively conceptualized and to what extent students are offered the chance to make an independent evaluation of this recent history. The study tries above all to build a bridge to the contemporary debate about competences in the didactics of history and civics, related to the domain-specific competences students should acquire during their time in school. This is particularly interesting with respect to the two dictatorships, as it comes to determine to what extent the processing of the two dictatorships, in the sense of the acquisition of a reflective and (self-)reflexive historical consciousness, something which today is considered by the majority to be the goal of history education, is at the centre for these three democracies (By the publisher) Problematic Portrayals and Contentious Content: Representations of the Holocaust in English History Textbooks This article reports on a study about the ways in which the Holocaust is portrayed in four school history textbooks in England. It offers detailed analysis and critical insights into the content of these textbooks, which are commonly used to support the teaching of this compulsory aspect of the history National Curriculum to pupils aged eleven to fourteen. The study draws on a recent national report based on the responses of more than 2,000 teachers and explicitly uses the education guidelines of the International Holocaust Remembrance Alliance (IHRA) as a benchmark against which to evaluate the textbook content. It identifies a number of potentially alarming findings where two themes predominate: a common tendency for textbooks to present an “Auschwitz-centric” “perpetrator narrative” and a widespread failure to sensitively present Jewish life and agency before, during and after the war. Ultimately, the article calls for the improvement of textbook content, but equally recognizes the need for teachers to be knowledgeable, judicious and critical when using textbooks in their classrooms. (By the author) The Holocaust in the textbooks and in the History and citizenship education program of Quebec This article analyzes the treatment of the Holocaust in Quebec's history textbooks, in view of the subject's potential and actual contribution to human rights education. Given that Quebec's curriculum includes citizenship education in its history programme, it could be argued that the inclusion of the Holocaust has particular relevance in this context, as it contributes to the study of both history and civics, and familiarizes Quebec's youth with representations of Quebec's Jewish community, which is primarily concentrated in Montreal. This article demonstrates that the textbooks' treatment of the Holocaust is often superficial and partial, and prevents Quebec's students from fully grasping the impact of this historical event on contemporary society. (By the publisher) L'enseignement de la Shoah dans l'education nationale francaise (1945-1990) The author analyzes the place reserved for teaching about the Jewish genocide during World War II in the secondary education curriculum in France and how the subject is treated in history textbooks from 1945 to 1990. According to the author, developments and policy changes can be seen since the 1980s. (By Refdoc.fr) 
Thinkpiece on education and conflict Año de publicación: 2009 Autor: Lynn Davies Autor corporativo: UNESCO This paper looks first at the learning sites generally (violent schools, schools as a weapon of war, curriculum and textbooks). It then focuses on specific groups in conflict – gender, language, refugees, child soldiers. Thirdly it discusses education policy and donor intervention; and finally talks of the role of research. All these overlap hugely. This is not a prescription for how the Global Monitoring Report should be structured, but identification of themes and lessons learned that seem the most significant. Pensez pièce sur l'éducation et les conflits Año de publicación: 2009 Autor: Lynn Davies Autor corporativo: UNESCO Ce document examine d'abord les sites d'apprentissage en général (écoles violentes, les écoles comme une arme de guerre, programmes et manuels). Elle se concentre ensuite sur des groupes spécifiques dans les conflits - le sexe, la langue, les réfugiés, les enfants soldats. Troisièmement, il discute de la politique de l'éducation et de l'intervention des bailleurs de fonds; et, enfin, parle du rôle de la recherche. Tous ces chevauchent énormément. Ce n'est pas une prescription pour la façon dont le rapport Suivi mondial devrait être structuré, mais l'identification des thèmes et des leçons apprises qui semblent les plus importants.