As the witnesses fall silent: 21st century Holocaust education in curriculum, policy and practice (Book, 2015) []
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As the witnesses fall silent: 21st century Holocaust education in curriculum, policy and practice

Author: Zehavit Gros; Doyle Stevick
Publisher: Cham ; Heidelberg ; New York ; Dordrecht ; London : Springer, [2015]
Series: Education
Edition/Format:   Print book : EnglishView all editions and formats

This volume represents the most comprehensive collection ever produced of empirical research on Holocaust education around the world.


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Genre/Form: Lehrmittel
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Zehavit Gros; Doyle Stevick
ISBN: 9783319154183 3319154184 9783319154190 3319154192
OCLC Number: 951678790
Description: XV, 512 Seiten : Diagramme.
Contents: Preface: Mmantsetsa Marope, Director, UNESCO IBE.- Editors' notes and acknowledgements.- Part I: Introduction.- Holocaust education in the 21st century: Curriculum, policy and practice. E. Doyle Stevick and Zehavit Gross.- Part II: Framing the issues for a new millennium.- Address to the German Bundestag, 27 January 2000. Elie Wiesel.- "Why does the way of the wicked prosper?" Teaching the Holocaust in the land of Jim Crow: Ted Rosengarten.- Is teaching and learning about the Holocaust relevant for human rights education? Monique Eckmann.- Shoah, antisemitism, war and genocide: Text and context. Yehuda Bauer.- Learning from eyewitnesses: Examining the history and future of personal encounters with Holocaust survivors and resistance fighters. Dienke Hondius.- Teaching about and teaching through the Holocaust: Insights from (social) psychology. Barry van Driel.- Part III Reckoning with the Holocaust in Israel, Germany and Poland.- Between involuntary and voluntary memories: A case study of Holocaust education in Israel. Zehavit Gross.- Domesticating the difficult past: Polish students narrate the Second World War. Magdalena Gross.- Mind the gap: Holocaust education in Germany, between pedagogical intentions and classroom interactions. Wolfgang Meseth and Matthias Proske.- Part IV Holocaust education in diverse classrooms.- Holocaust education and critical citizenship in an American fifth grade: Expanding repertoires of meanings, language and action. Louise B. Jennings.- "They think it is funny to call us Nazis": Holocaust education and multicultural education in a diverse Germany. Debora Hinderliter Ortloff.- Genocide or Holocaust education: Exploring different Australian approaches for Muslim school children. Suzanne D. Rutland.- Part V: International dynamics, global trends and comparative research in Holocaust education. A global mapping of the Holocaust in textbooks and curricula. Peter Carrier, Eckhardt Fuchs, and Torben Messinger.- International organisations in the globalisation of Holocaust education. Karel Fracapane.- Compliant policy and multiple meanings: Conflicting Holocaust discourses in Estonia. E. Doyle Stevick.- The Holocaust as history and human rights: A cross-national analysis of Holocaust education in social science textbooks, 1970-2008. Patricia Bromley and Susan Garnett Russell.- Measuring Holocaust knowledge and its relationship to attitudes towards diversity in Spain, Canada, Germany and the United States. Jack Jedwab.- Part VI Holocaust education in national and regional contexts.- Holocaust history, memory and citizenship education: The case of Latvia. Tom Misco.- Mastering the past? Nazism and the Holocaust in West German history textbooks of the 1960s. Brian Puaca.- Informed pedagogy on the Holocaust: A survey of educators trained by leading Holocaust organizations in the United States. Corey Harbaugh.- "Unless they have to": Power, politics and institutional hierarchy in Lithuanian Holocaust education. Christine Beresniova.- Holocaust education in Austria: A (hi)story of complexity and prospects for the future. Herbert Bastel, Christian Matzka, and Helene Miklas.- "Thanks to Scandinavia" and beyond: Nordic Holocaust education in the 21st century. Fred Dervin.- Holocaust education in Scotland: Taking the lead or falling behind? Paula Cowan and Henry Maitles.- Part VII To know, to remember, to act.- Failing to learn from the Holocaust. Geoffrey Short.- Towards a new theory of Holocaust remembrance in Germany: Education, preventing antisemitism and advancing human rights. Reinhold Boschki, Bettina Reichmann, and Wilhelm Schwendemann.- Epistemological aspects of Holocaust education: Between ideologies and interpretations. Zehavit Gross and Doyle Stevick.- Notes on contributors.
Series Title: Education
Responsibility: Zehavit Gross, E. Doyle Stevick, Editors.


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