This original contribution to understanding the nature of Holocaust education in schools tackles an issue that has gained significant interest over the past decade, and is of increasing relevance due to a growing intolerance across Europe and elsewhere. The authors examine a range of issues including the need for Holocaust education, the factors that facilitate or inhibit its evolution, and the indifferent response of the antiracist movement to the attempted annihilation of European Jewry. The empirical content sheds light on the attitudes and practices of teachers and on the prospects of drawing on the Holocaust to further the goal of participatory democracy. The themes and illustrative research are discussed in the context of developments in two locations, the United Kingdom and Canada, and the findings will be germane to an international audience. The volume will prove invaluable to academics and policy makers concerned with social policy, sociology, education and history, as well as to teachers of the Holocaust.

Teaching and learning about the Holocaust is central to school curriculums in many parts of the world. As a field for discourse and a body of practice, it is rich, multidimensional and innovative. But the history of the Holocaust is complex and challenging, and can render teaching it a complex and daunting area of work. Drawing on landmark research into teaching practices and students’ knowledge in English secondary schools, Holocaust Education: Contemporary challenges and controversies provides important knowledge about and insights into classroom teaching and learning. It sheds light on key challenges in Holocaust education, including the impact of misconceptions and misinformation, the dilemmas of using atrocity images in the classroom, and teaching in ethnically diverse environments. Overviews of the most significant debates in Holocaust education provide wider context for the classroom evidence, and contribute to a book that will act as a guide through some of the most vexed areas of Holocaust pedagogy for teachers, teacher educators, researchers and policymakers.

Essentials of Holocaust Education: Fundamental Issues and Approaches is a comprehensive guide for pre- and in-service educators preparing to teach about this watershed event in human history. An original collection of essays by Holocaust scholars, teacher educators, and classroom teachers, it covers a full range of issues relating to Holocaust education, with the goal of helping teachers to help students gain a deep and thorough understanding of why and how the Holocaust was perpetrated. Both conceptual and pragmatic, it delineates key rationales for teaching the Holocaust, provides useful historical background information for teachers, and offers a wide array of practical approaches for teaching about the Holocaust. Various chapters address teaching with film and literature, incorporating the use of primary accounts into a study of the Holocaust, using technology to teach the Holocaust, and gearing the content and instructional approaches and strategies to age-appropriate audiences. A ground-breaking and highly original book, Essentials of Holocaust Education will help teachers engage students in a study of the Holocaust that is compelling, thought-provoking, and reflective

This book asks how the moral messages of the Holocaust can best be transmitted. It deals not with historical events, but with possible ways of learning about these events and their significance. The underlying purpose is to expose the reader to sometimes antithetical, and at other times complementary, views concerning the teaching of the subject.

Interest by American educators in the Holocaust has increased exponentially during the second half of the twentieth century. In 1960 the Holocaust was barely being addressed in American public schools. Yet by the 1990s several states had mandated the teaching of the event. Drawing upon a variety of sources including unpublished works and interviews, this study traces the rise of genocide education in America. The author demonstrates how the genesis of this movement can be attributed to a grassroots effort initiated by several teachers, who introduced the topic as a way to help their students navigate the moral and ethical ambiguity of the times.

Few topics in modern history draw the attention that the Holocaust does. The Shoah has become synonymous with unspeakable atrocity and unbearable suffering. Yet it has also been used to teach tolerance, empathy, resistance, and hope. Understanding and Teaching the Holocaust provides a starting point for teachers in many disciplines to illuminate this crucial event in world history for students. Using a vast array of source materials—from literature and film to survivor testimonies and interviews—the contributors demonstrate how to guide students through these sensitive and painful subjects within their specific historical and social contexts. Each chapter provides pedagogical case studies for teaching content such as antisemitism, resistance and rescue, and the postwar lives of displaced persons. It will transform how students learn about the Holocaust and the circumstances surrounding it.

The ground-breaking report Teaching About the Holocaust in English Secondary Schools: An empirical study of national trends, perspectives and practice explores when, where, how and why the Holocaust is taught in state-maintained secondary schools in England.The challenges and issues identified have been used to design and develop the world's first research-informed programme of teacher professional development in Holocaust education. The landmark national research that underpins this report employed a two-phase mixed methodology. This comprised an online survey which was completed by more than 2,000 respondents and follow-up interviews with 68 teachers in 24 different schools throughout England. The report is the largest endeavour of its kind in the United Kingdom in both scope and scale. The authors hope it will be of considerable value to all those concerned with the advancement and understanding of Holocaust education both in the UK and internationally.

How do schools worldwide treat the Holocaust as a subject? In which countries does the Holocaust form part of classroom teaching? Are representations of the Holocaust always accurate, balanced and unprejudiced in curricula and textbooks? This study, carried out by UNESCO and the Georg Eckert Institute for International Textbook Research, compares for the first time representations of the Holocaust in school textbooks and national curricula. Drawing on data which includes countries in which there exists no or little information about representations of the Holocaust, the study shows where the Holocaust is established in official guidelines, and contains a close textbook study, focusing on the comprehensiveness and accuracy of representations and historical narratives. The book highlights evolving practices worldwide and thus provides education stakeholders with comprehensive documentation about current trends in curricula directives and textbook representations of the Holocaust. It further formulates recommendations that will help policy-makers provide the educational means by which pupils may develop Holocaust literacy.

Sensitive and appropriate teaching of the Holocaust is essential at all levels of formal and informal education. The Holocaust Education Reader by Ronnie Landau provides an educational companion for all those teaching this subject. The book is designed to challenge student use of primary resources and encourage extra-disciplinary analysis. This authoritative guide contains: * a guide to major dilemmas confronting teachers * documentary and literary selected readings * suggested teaching activities * an analysis of 'genocide' in the modern era * a chronology of the period * selected bibliography, list of principal characters and a glossary of important terms.