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Centropa - Preserving Jewish memory - Bringing History to Life Centropa is a non-profit, Jewish historical institute dedicated to preserving 20th century Jewish family stories and photos from Central and Eastern Europe and the Balkans, and disseminating these stories and photos through films, books and exhibitions. The teaching materials available on this website relate individual histories and Jewish way-of-life aspects to provide an alternative way to teach History. Centropa - Préservation de la mémoire uive - Apporter vie à l'histoire Centropa est un but non lucratif, institut historique juif dédié à la préservation du 20e histoires de famille juifs siècle et des photos de l'Europe centrale et orientale et les Balkans, et la diffusion de ces histoires et des photos à travers des films, des livres et des expositions. Les matériels pédagogiques disponibles sur ce site concernent des histoires individuelles et les aspects juifs way-de-vie de fournir une autre façon d'enseigner l'histoire. Erinnern.at - Nationalsozialismus und holocaust : Gedachtnis und gegenwart This website takes an inventory of Holocaust thematic exhibitions in Austria. It also gathers numerous teaching and learning materials downloadable online. / Ce site prend à l'inventaire des expositions thématiques de l'Holocauste en Autriche. Elle rassemble donc de nombreux matériels pédagogiques téléchargeables en ligne. 
Intercultural Education : special issue on Holocaust Education in North America and Europe (Vol 14) Issue 2 "Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education." This special issue concerns Holocaust Education in North America and Europe. 
Intercultural Education : Supplement 1 : Teaching the Holocaust in diverse classrooms : Opportunities and Challenges (Vol 21) Supplement 1 "Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education." This special issue is about the opportunities and challenges about teaching the Holocaust in diverse classrooms. Mémoire et pédagogie. Autour de la transmission de la destruction des Juifs d'Europe Based on qualitative interviews, "Memory and pedagogy" takes inventory of the representations and fears teachers can encounter when they broach the Holocaust, especially if their personal background echoes that part of history. The author then describes different postures they can adopt ‒ centred victim empathy, genocide as a general theme or focused on "lessons" from the past. This book, one of the first research projects on this topic in Switzerland, is a contribution to a collective reflection on the current and future transmission of the history and memory of the destruction of European Jews. (By the author - Translation) 
Translating globalization theories into educational research : thoughts on recent shifts in Holocaust education Much educational research on globalization aims to prepare students to be successful citizens in a global society. We propose a set of three concepts, drawing on systems theory (Nassehi, Stichweh) and theories of the subject (Butler, Foucault), to think the global which enables educational research to step back from hegemonic discourses and reflect on current practices. Globalization is understood in this approach as referring to: (1) a cognitive shift; (2) expanding relevancy spaces; and (3) new forms of subjectivation. The framework is illustrated with examples from educational policy and learning materials, with an extended look at how globalization is articulated in recent shifts in Holocaust education. (By the author) Israeli Youth Pilgrimages to Poland. Rationale and Polemics The article, based on material collected as part of a project evaluating the pilgrimage trips to Poland by Israeli adolescents as part of the Holocaust curriculum, attempts to provide the reader with the background for these trips. In this context, the authors discuss the evolving national agenda in Israel, and the transition from experiencing independence to experiencing the Holocaust. The authors of the article stress that in the wake of the profound social changes that took place in Israeli society, the memory of the Holocaust gained new significance among the country’s national priorities. While a policy known as “the great silence” regarding the Holocaust prevailed among the first generation after statehood, the Holocaust has now become a factor that shaped the national ethos. In 1979, for the first time, the Ministry of Education commissioned two curricula dealing exclusively with the Holocaust. The article notes that the Holocaust and its lessons can be examined from three different perspectives: The first focuses on presenting the universal significance of the Holocaust and perceiving it as parallel to other cases of genocide. The second focuses on presenting the national significance of the Holocaust as a unique and unparalleled case of the Jewish People. The perception held by this approach is actually “the whole world is against us.” The third perspective is a synthesis of these two approaches. In this article, the authors note that the longstanding debate in Israeli society over the various methods for instilling the Holocaust and the journeys to Poland by adolescents expresses these three perspectives. (By the author) The Construction of the American Holocaust Curriculum Remembering the Holocaust has become a central part of American culture. The Holocaust has also become an important topic in the nation's schools. By the 1990s many states had adopted or mandated their own Holocaust curricula in addition to the dozens of organizations dedicated to Holocaust study and education in the United States. This rise in interest was accompanied by a public debate over how to represent the Holocaust properly in American life, making the Holocaust one of the most controversial historical topics of the late twentieth century. This study traced the construction of the Holocaust curriculum through historical case studies of five of the first Holocaust curricula taught in American classrooms, through which I present two major arguments. First, that Holocaust education was a grassroots movement engineered by school teachers ‒ many of whom were not Jewish. These teachers introduced the Holocaust as way to help students navigate the moral and ethical dilemmas of the time. Certain researchers have suggested that Jewish elites pushed the Holocaust into the American consciousness, or that this interest was initiated by events in popular culture. My research will complicate both these claims. My second argument is that the intense debate over how to represent the Holocaust in the curriculum has been misinterpreted as a cultural clash over different interpretations of the event ‒ the Jewish version vs. the "Americanized" one. This explanation is too simplistic. The controversy is better understood as a curricular debate over the teaching of history. For nearly a century, educational researchers, interest groups, and historians have argued over the role and purpose of history in the schools. Having entered into this debate, the topic of the Holocaust has made these issues more conspicuous to the general public. (By the author) Exploring pupil perceptions of Jews, Jewish identity and the Holocaust This paper argues that effective Holocaust education involves exploring pupils' perceptions of Jews and Jewish identity. Identifying these preconceptions is necessary for combating anti-Semitism, challenging misconceptions and facilitating a historically accurate understanding of the Holocaust. How do pupils define the Jews and what it is that makes someone Jewish? How do pupils explain the causes of the Holocaust and why it was that the Nazi regime specifically targeted Jews? The empirical basis of this paper attempts to help answer these questions. One hundred and forty seven children aged 13 and 14 took part in mixed-method research in order to explore their ideas and concepts of Jewish identity and why the Holocaust took place. The paper concludes with a discussion of the implications of the findings for Holocaust education. (By the author)